UC-NRLF 


PROPOSED  PLAN 

FOR  A 

SCHOOL  OF  TRADES 

FOR 

RIO  DE  JANEIRO,  BRAZIL 

(BY  CHARLES  A.  (BENNETT 


THE  MANUAL  ARTS  PRESS 

PEORIA,    ILLINOIS 


ill'.'lil-.l 


Brochures  on  Industrial  Education 


Proposed  Plan 


FOR  A 


School  of  Trades 

FOR  THE  CITY  OF 

Rio  de  Janeiro,  Brazil 

/ 

By  Charles  A(_Bennett 

Dean  of  Technology,  Bradley  Polytechnic  Institute,  Peoria,  Illinois 
and  Editor  of  Manual  Traning  Magazine 


The  Manual  Arts  Press 
Peoria,  Illinois 


FOREWORD. 

THE  plan  presented  in  this  report  has  been  prepared 
upon  request  of  the  Mayor  of  the  City  of  Rio  de 
Janeiro,  acting  thru  the  Brazilian  Ambassador  to  the 
United  States,  His  Excellency,  Sr.  Domicio  da  Gama.  In 
securing  data  for  the  report  the  author  is  indebted  to  the 
Hon.  P.  P.  Claxton,  U.  S.  Commissioner  of  Education,  and 
especially  to  Dr.  William  T.  Bawden,  Specialist  in  Industrial 
Education,  U.  S.  Bureau  of  Education.  He  is  also  much 
indebted  to  Mr.  C.  P.  Snow,  Head  of  the  Bureau  of  Foreign 
and  Domestic  Commerce  of  the  U.  S.  Department  of  Com- 
merce, and  to  Dr.  Julius  Klein,  Chief  of  the  Latin-American 
Division,  who  gave  not  only  free  access  to  the  records  of  his 
division,  but  also  much  personal  assistance. 

To  the  following  he  is  indebted  for  advice,  suggestions, 
printed  matter,  floor  plans  of  buildings  and  other  illustrative 
materials:  S.  S.  Edmands,  Director  of  Department  of  Science 
and  Technology,  Pratt  Institute,  Brooklyn,  N.  Y.;  Lewis 
Gustafson,  Superintendent  of  the  David  Ranken,  Jr.  School 
of  Mechanical  Trades,  St.  Louis,  Mo.;  Miss  Florence  Marshall, 
Principal  of  Manhattan  Trade  School  for  Girls,  New  York  City; 
H.  W.  Kavel,  Acting  Director  of  the  William  Hood  Dunwoody 
Industrial  Institute,  Minneapolis,  Minn.;  Dr.  Cheesman 
A.  Herrick,  President  of  Girard  College,  Philadelphia,  Pa.; 
Leslie  W.  Miller,  Director  of  Pennsylvania  Museum  and 
School  of  Industrial  Art,  Philadelphia,  Pa.;  Frank  Forrest 
Frederick,  Director  of  Trenton  School  of  Industrial  Art, 
Trenton,  N.  J.;  Dr.  Arthur  A.  Hammerschlag,  Director  of 
Carnegie  School  of  Technology,  Pittsburgh,  Pa.;  Joseph  M. 
Gwinn,  Superintendent  of  Public  Schools,  New  Orleans,  La.; 
Charles  H.  Eames,  Principal  of  the  Lowell  Textile  School, 
Lowell,  Mass.;  Henry  W.  Nichols,  Principal  of  the  Bradford 
Durfee  Textile  School,  Fall  River,  Mass.;  H.  J.  DeYarmett, 
Superintendent  of  Trade  School,  Hampton  Normal  and 
Industrial  Institute,  Hampton,  Va.;  Harry  S.  Bitting,  Presi- 
dent of  Williamson  Free  School  of  Mechanical  Trades,  Wil- 
liamson, Pa.;  Arthur  L.  Williston,  Director  of  Wentworth 

468915 


4 PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES 

Institute,  Boston,  Mass.;  and  Albert  J.  Jameson,  Principal 
of  Worcester  Boys'  Trade  School,  Worcester,  Mass. 

The  first  difficulty  that  confronted  the  writer  of  this  report 
was  the  fact  that  he  was  called  upon  to  plan  a  school  for  a 
city  he  had  not  seen,  in  a  country  he  had  never  visited,  to 
suit  industrial  needs  quite  unknown  to  him,  and  to  fit  the 
customs  and  tastes  of  a  people  with  whom  he  had  never 
mingled.  His  first  effort,  therefore,  was  to  meet  people  who 
had  lived  in  Brazil,  to  read  books  and  reports,  especially  the 
reports  of  the  U.  S.  Department  of  Commerce,  and  magazine 
articles.  From  these  sources  he  gained  certain  impressions 
and  facts  which  are  stated  in  the  following  pages  because 
they  provide  a  reason  for  many  of  the  recommendations. 

While  the  writer's  information  concerning  Brazil  is  second- 
hand, he  has  prepared  his  report  with  first-hand  knowledge 
of  most  of  the  trade  schools  cited  in  the  United  States  and  of 
many  such  schools  in  England,  France  and  Germany.  He 
hopes  that  this  knowledge  may  in  some  measure  be  an  offset 
for  lack  of  first-hand  information  concerning  the  industrial 
and  educational  conditions  of  Brazil. 

For  reading  this  report  and  checking  up  statements  con- 
cerning Brazil,  the  author  is  indebted  to  Dr.  Julius  Klein, 
Chief  of  the  Latin  American  Division  of  the  U.  S.  Department 
of  Commerce,  and  for  reading  the  report  and  giving  advice 
concerning  educational  policies  involved  in  the  report,  and 
for  many  other  courtesies  he  is  grateful  to  Dr.  William  T. 
Bawden,  Specialist  in  Industrial  Education  in  the  U.  S.  Bureau 
of  Education,  and  Mr.  Lewis  Gustafson,  Superintendent  of 
the  David  Ranken  Jr.  School  of  Mechanical  Trades,  St.  Louis, 
Missouri. 

Peoria,  Illinois,  June  1,  1918. 


CONTENTS. 

Page 
FOREWORD 3 

CHAPTER  I 7 

Facts  Concerning  the  Industries  of  Brazil  which  have  been 
Consideration  in  Preparing  this  Plan  for  a  School  of 
Trades. 

CHAPTER  II 23 

Scope  of  a  School  of  Trades  Suited  to  the  Needs  of  the  Capital 
City  of  Brazil. 

CHAPTER  III 31 

Types  of  Curricula  to  be  Offered  in  the  School  of  Trades  at 
Rio  de  Janeiro. 

CHAPTER  IV 41 

Considerations  Entering  into  the  Planning  of  the  Building 
for  the  School  of  Trades  at  Rio  de  Janeiro. 

CHAPTER  V 51 

Concerning  the  Organization  of  the  School  of  Trades  at  Rio 
de  Janeiro. 

CHAPTER  VI 54 

Concluding  Statement. 

APPENDIX  A 55 

List  of  Printed  Matter  and  Supplementary  Data  Accom- 
panying this  Report. 

APPENDIX  B 56 

Letter  from  Samuel  S.  Edmands. 


CHAPTER  I. 

FACTS  CONCERNING  THE  INDUSTRIES  OF  BRAZIL  WHICH 
HAVE  BEEN  GIVEN  CONSIDERATION  IN  PREPARING  THIS  PLAN 
FOR  A  SCHOOL  OF  TRADES. 

THE  facts  concerning  the  industries  of  Brazil  which  have 
been  the  foundation  for  the   decisions   concerning  the 
scope  of  the  plan  for  the  school  of  trades  may  readily 
be  grouped  under  five  heads:   (1)   exports  and  imports,    (2) 
undeveloped      resources,       (3)       manufacturing      industries, 
(4)  education,  (5)  tastes  of  the  people.     Each  of  these  is  there- 
fore given  special  consideration. 

EXPORTS    AND    IMPORTS 

According  to  the  Supplement  to  "Commerce  Reports" 
issued  by  the  U.  S.  Department  of  Comerce,  December  28, 
1917,  the  leading  exports  of  Brazil  for  the  year  1916,  were  as 
follows : 

QUANTITY  VALUE 

Beans 45,594  tons $     3,440,802 

Beef 33,661  tons 6,766,221 

Brazil  Nuts 197,647  hectoliters 1,722,114 

Bran 13,185  tons 312,543 

Coffee 13,038,663  bags 141,401,869 

Cocoa 43,720  tons 12,089,081 

Cotton 1,071  tons 575,991 

Cotton  Seed 11,762  tons 338,335 

Carnauba  Wax 4,167  tons 1,914,454 

Gold  Bars 4,377,893  grams 2,290,169 

Hides 45,552  tons 17,156,668 

Herva  Mate 73,652  tons 8,909,168 

Manganese  Ore 503,130  tons 7,080,954 

Precious  Stones 116,784 

Rubber 31,495  tons 36,537,475 

Skins 3,758  tons 3,951,312 

Sugar 53,825  tons 6,136,542 

Tobacco 21,293  tons 7,277,378 

From  another  table  showing  declared  exports  to  the  United 
States  the  following  are  taken: 

QUANTITY  VALUE 

Art  Works $348,980 

Vegetable  Fibers 99,163  pounds 7,145 

Animal  Hair 292,090  pounds 64,368 

Leather 9,335 

Platinum 4,003 

Wolfram 99  bags 4,337 

Wood:  Cedar 257  tons 15,789 

Rosewood 410  tons 26,719 


:-?'*  *::..:  &-&QPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES 

From  the  same  source,  a  list  of  the  leading  imports  into 
Brazil  for  the  year  1916,  has  been  obtained  as  follows: 

ARMS  AND  AMMUNITION:  VALUE 

Lead  Bullets,  Shot,  Fuses  and  Cartridges $      700,753 

Rifles,  Revolvers,  Pistols  and  other  Firearms 314,917 

AUTOMOBILES  AND  ACCESSORIES: 

Automobiles 447,351 

Automobile  Accessories 152,175 

Automobile  Tires  and  Inner  Tubes 759,408 

Motorcycles 31,640 

Solid  Rubber  Tires  for  Automobile  Trucks 121,972 

BEVERAGES: 

Alcoholic  Beverages 604,142 

Sweet  Wines,  Port,  etc 1,292,595 

Wines 5,219,702 

BREADSTUFFS: 

Flours  and  Meals 142,821 

Wheat 21,448,518 

Wheat  Flour 8,797,685 

Cereals  and  Grains 156,483 

CHEMICALS  AND  DRUGS: 

Calcium  Carbide 84,234 

Calcium  Chloride 181,591 

Capsules,  Pills,  etc 25,914 

Caustic  Potash 2,973 

Caustic  Soda 1,536,734 

Chemical  Fertilizers 2,753 

Chemical  Products  and  Medicines 6,260,461 

CLOCKS  AND  WATCHES: 

Alarm  Clocks 38,455 

Clocks 67,927 

Watches 58,815 

COMBUSTIBLES: 

Coal 18,651,927 

Coke 79,520 

Gasoline :  .  .  2,615,364 

Kerosene 5,777,681 

Patent  Fuel 1,193,451 

COTTON  MANUFACTURES: 

Piece  Goods,  Bleached 821,881 

Piece  Goods,  Dyed 1,951,120 

Piece  Goods,  Printed 318,259 

Piece  Goods,  Unbleached 136,002 

Piece  Goods,  n.  c.  s 5,442,415 

Surgical  Cotton  and  Gauze 114,537 

Thread,  Cotton  Sewing 1,724,899 

Washed  or  Combed  Cotton 3,277,702 

Waste  Cotton 19,320 

Yarn,  Cotton , 991,136 

Manufactures  of  Cotton,  n.  c.  s 1,682,159 

ELECTRICAL  MACHINERY: 

Dynamos  and  Electrical  Generators 83,080 

Electric  Motors 123,465 

Insulators 74,626 

Lamps,  Electric 311,838 

Machinery,  Electrical,  n.  c.  s 1,126,311 

Transformers,  Electrical 152,313 


PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES  9 

Wire,  Copper,  Electrical $355,605 

Wire,  Copper,  n.  c.  s 97,104 

Wire,  Copper,  uninsulated 30,149 

Wire  and  Cable,  Electric,  n.  c.  s 449,174 

EXPLOSIVES: 

Dynamite 329,890 

Explosives,  n.  c.  s 18,288 

Powder 7,934 

FISH: 

Codfish 5,084,661 

Preserved  Fish  and  Fish  Extracts 849,813 

FRUITS: 

Apples 253,772 

Dried  Fruits 348,223 

Fresh  Fruits,  n.  c.  s 238,624 

Grapes 242,266 

Olives 339,888 

Preserved  Fruits  and  Fruit  Extracts 16,231 

GLASS: 

Bottles 141,943 

Flasks  and  Pots 59,208 

Tumblers  and  Goblets 8,009 

Window  Glass 728,551 

Glass  Manufactures,  n.  c.  s 258,314 

IRON  AND  STEEL,  Manufactures  of: 

Axles,  Wheels  and  Accessories  for  Vehicles 16,253 

Bicycles 35,816 

Boilers 66,514 

Cutlery 444,277 

Furniture,  Iron  and  Steel 48,174 

Iron  Bars,  Rods,  Plates  and  Sheets 838,701 

Iron,  Cast,  Pig,  Puddled,  and  Filings 94,290 

Iron  Plates 535,459 

Iron,  Superstructure  for  Building 239,342 

Locks,  Padlocks,  Hooks,  Hinges,  etc 213,525 

Nails 288,541 

Scales 63,792 

Staples,  Screws,  Rivets 298,854 

Steel  Bars  and  Rods 216,657 

Steel  Plates 170,745 

Stirrups,  Buckles,  Bits,  etc 8,904 

Telegraph  and  Telephone  Posts,  Bridge  and  Fence  Material  125,385 

Tubes,  Pipes  and  Fittings 1,245,377 

Typewriters 207,512 

Wire,  Barbed 1,494,347 

Wire,  n.  c.  s 1,793,784 

Manufactures  of  Iron  and  Steel,  n.  c.  s 1,526,513 

LEATHER  MANUFACTURES: 

Bags,  Traveling  Sets,  etc 41,564 

Belting 256,162 

Boots  and  Shoes 141,267 

Manufactures  of  Leather,  n.  c.  s 283,637 

Skins  and  Hides,  Tanned,  etc 4,951,587 

Sole  Leather 2,774 

MACHINERY: 

Agricultural  Machinery 163,273 

Industrial  Machinery 757,803 

Mills .  .                                                                                34,318 


10  PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES 


Motors,  Gasoline,  Kerosene,  etc $214,369 

Motors,  Steam 17,223 

Motors,  n.  c.  s.  (excluding  electric  motors) 110,646 

Presses 18,903 

Pumps,  Hydraulic,  and  Accessories 90,631 

Textile  Machinery,  n.  c.  s 283,958 

Textile  Machinery,  Accessories  for 512,953 

Machinery,  n.  c.  s 1,601,537 

MEAT  AND  DAIRY  PRODUCTS: 

Bacon 18,845 

Butter 69,578 

Condensed  Milk 787,472 

Hams 319,423 

Lard 27,469 

Tallow  and  Grease 171,844 

METALS  (except  iron  and  steel) : 

Christofle  and  Plated  Ware 27,291 

Copper  Castings,  Filings,  etc 134,028 

Copper,  Manufactures  of ,  n.  c.  s 650,651 

Copper  Plates 254,754 

Galvanized  Corrugated  Sheets 631,049 

Lead  Pipe 18,466 

Lead  Pigs,  Ingots,  and  Sheets 280,799 

Tin  Bars,  Rods,  and  Plates 326,075 

Tin  Plate,  Manufactures  of 37,801 

Tin  Plate  in  Sheets 2,492,172 

Zinc  Plates,  Bars,  and  Sheets 73,222 

MUSICAL  INSTRUMENTS  AND  ACCESSORIES: 

Phonographs  and  Accessories 62,156 

Phonograph  Records 19,041 

Pianos 137,476 

NAVAL  STORES: 

Rosin 1,790,615 

Tar  and  Pitch 19,119 

Turpentine 287,613 

OILS: 

Fuel  Oil .  1,375,154 

Grease,  Mineral,  for  Lubrication 58,198 

Linseed  Oil 704,915 

Lubricating  Oil 1,834,757 

PAPER,  AND  MANUFACTURES  OF: 

Cardboard  and  Millboard 455,092 

Playing  Cards 8,177 

Printing  Paper 4,181,707 

Sandpaper 62,580 

Paper,  n.  c.  s 1,585,106 

Writing  Paper 320,219 

RAILWAY  MATERIALS: 

Axles,  Wheels,  and  Accessories  to: 

Railway  Cars 431,940 

Locomotives 904,088 

Rails,  Fish  Plates,  and  Railway  Accessories 608,547 

Railway  Cars 57,026 

RUBBER  MANUFACTURES: 

Rubber  Manufactures,  n.  c.  s 535,332 

Rubber  in  Sheets 18,976 

Rubber  Toys 22,421 

Rubber  in  Tubes : 102,050 


PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES  11 

SCIENTIFIC  INSTRUMENTS: 

Dental  Instruments $200,807 

Optical  Instruments 72,153 

Photographic  Apparatus  and  Accessories 184,232 

Scientific  Instruments 99,701 

Surgical  Instruments  and  Goods 157,793 

SILK  MANUFACTURES: 

Silk  Manufactures,  Unspecified 177,714 

Silk  Piece  Goods,  Unspecified 240,199 

TOBACCO: 

Cigars,  Cigarettes,  etc 26,668 

Tobacco,  Leaf 474,854 

VEGETABLES: 

Green  and  Dried  Vegetables 40,301 

Preserved  Vegetables  and  Vegetable  Extracts 295,584 

WEARING  APPAREL: 

Hats,  Felt 6,500 

Hats,  Straw 119,779 

Hats,  n.  c.  s 145,090 

Hosiery,  Cotton 272,791 

Shoes,  Rubber 23,628 

Wearing  Apparel,  Cotton 425,466 

Wearing  Apparel,  Linen 31,589 

Wearing  Apparel,  Silk 44,281 

Wearing  Apparel,  Woolen 31,073 

WOOD  MANUFACTURES: 

Furniture,  Wood 62,678 

Pine  Lumber 179,946 

Staves  and  Hoops 66,974 

Wood,  Rough,  Sawed,  Planed,  and  Veneered 24,723 

MISCELLANEOUS: 

Asphalt 37,126 

Athletic  Apparatus 49,516 

Boot  Blacking 55,333 

Carriages  and  Other  Vehicles,  n.  c.  s 38,097 

Celluloid  Manufactures 94,903 

Cement 4,327,307 

Chocolate 21,653 

Dyes,  Aniline 114,029 

Emery  Stones  and  Glass  Powder 4,911 

Enameled  Ware 124,965 

Hemp  Thread 132,705 

Hemp  Yarn  for  Textiles 457,039 

Hops 140,963 

Ink,  Printing 114,518 

Ink,  Writing 28,802 

Lighting  Apparatus 98,960 

Looms 38,260 

Marble,  Albaster,  and  Porphyry 171,538 

Meats,  Preserved  and  Meat  Extracts 50,914 

Office  and  School  Supplies 169,306 

Paints,  Dry 276,795 

Paints,  Prepared 529,276 

Paraffin 141,316 

Perfumery 869,152 

Porcelain  and  Earthenware 944,495 

Salt 752,181 

Soap,  Unscented 142,291 

Starch...                                                                      116,095 


12  PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES 

Tools  and  Utensils  of  all  kinds $1,420,190 

Type,  Printer's 23,212 

Varnishes 157,883 

White  Lead 33,647 

Windmills 8,213 

Yarn,  Woolen 614,039 

Zinc  Oxide 630,871 

Sewing  Machines 355,537 

A  comparative  study  of  the  exports  and  imports  as  given 
above  leads  to  the  following  observations : 

1.  Brazil's  exports,   almost  without  exception,   are  pro- 
ducts of  agriculture  and  mining,  and  not  of  manufacturing, 
while  her  imports,  except  wheat  and  coal,  are  very  largely 
the    products    of    manufacturing.     For    instance,    her    great 
export  product  is  coffee,  and  next  to  that  rubber,  then  hides, 
whereas  among  her  largest  imports  are  manufactures  of  cotton ; 
iron  and  steel,  leather,  and  paper;  also  metals,  chemicals  and 
machinery.     If  manufacturing  in  Brazil  could  be  economic- 
ally increased,  the  result  would  be  profitable  to  the  nation. 

2.  In  some  cases  Brazil  exports  raw  materials  and  imports 
the  same  materials  in  manufactured  6r  refined  form.     For 
example,  she  exports  great  quantities  of  rubber  and  imports 
rubber    manufactures,    including    automobile    tires,    to    the 
extent  of  more  than  $1,500,000  a  year.     This  fact  is  bringing 
a  demand  in  Brazil  for  the  establishment  of  rubber  manu- 
factories.    One    United    States    rubber    manufacturing    con- 
cern has  already  obtained  a  Government  concession,  and  at 
the  close  of  the  European  War  will  erect  a  large  modern  plant 
there  for  the  manufacture  of  rubber  goods  of  all  kinds. » 

Another  illustration  is  found  in  the  leather  industries. 
Brazil  exports  hides  and  skins  to  the  value  of  $17,000,000. 
She  exports  only  about  $10,000  worth  of  leather,  but  imports 
more  than  $5,500,000  worth  of  leather  and  leather  manu- 
factures. The  U.  S.  Commerce  Report  No.  250,  October  25, 
1915,  states  that  this  condition  may  be  principally  attributed 
to  the  scarcity  of  tanning  material.  It  states  that  the  one 
important  tannery  of  Rio  de  Janeiro  may  have  to  close  down 
on  account  of  the  apparent  growing  difficulty  in  securing 
tanning  materials.  On  the  other  hand,  the  U.  S.  Commerce 
Report  of  May  1,  1916,  calls  attention  to  the  fact  that  pro- 
posals have  been  made  to  export  mangrove  bark,  which 
contains  36%  tannin.  The  Commerce  Report  for  June  1, 

Supplement  to  Commerce  Reports,  Dec.  28,  1917,  p.  9. 


PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES  13 

1916,  reports  that  a  factory  for  making  tanning  extract  had 
been  established  in  Sao  Vicenti,  a  small  town  near  Santos. 
This  extract  is  made  from  mangrove  bark,  and  the  output 
can  be  increased  if  export  market  is  found. 

These  facts  would  point  to  undeveloped  possibilities  in 
leather  manufacturing  in  Brazil. 

UNDEVELOPED   RESOURCES. 

The  fact  above  stated  concerning  the  prospect  of  develop- 
ment of  the  leather  industries  is  typical  of  several  others. 
Among  these  is  paper-making.  The  U.  S.  Commerce  Report 
of  February  7,  1917,  refers  to  a  successful  paper  mill  in  Petro- 
polis,  which  used  peri-peri  fibre,  but  was  obliged  to  suspend 
operations  because  of  lack  of  local  capital.  The  Commerce 
Report  of  November  24,  1917,  mentions  the  fact  that  a  paper 
mill  near  Paranagua,  in  the  State  of  Parana,  has  imported 
$40,000  of  machinery  to  establish  a  modern  factory.  This 
mill,  established  with  United  States  capital,  is  said  to  be 
working  exclusively  with  the  fiber  of  a  water  lily  found  nearby. 
Again  on  March  6,  1918,  the  U.  S.  Commerce  Report  states 
that  a  Norwegian  Paper  Company  has  been  authorized  to 
operate  in  Brazil.  "The  object  of  this  company  is  to  engage 
in  the  buying  and  selling  of  paper,  cardboard,  cellulose  and 
wood  pulp,  and  eventually  to  establish  a  paper  mill  in  the 
State  of  Pernambuco,  Brazil." 

In  this  connection  it  should  be  noted  that  the  present 
annual  imports  of  paper  and  manufactures  of  paper  amount 
to  more  than  $7,000,000, 

Concerning  the  woodworking  industries  the  facts  avail- 
able would  seem  to  point  to  undeveloped  possibilities.  "Brazil 
is  able  to  produce  all  sorts  of  wood,  both  of  the  finer  kinds  and 
those  used  in  ordinary  lumbering,  but  the  distribution  is 
somewhat  irregular,  and  there  is  still  a  lack  of  roads  through 
many  sections  of  the  country.  Few  saw  mills  of  other  than 
purely  local  importance  are  operated  in  the  country."  How- 
ever, one  mill  in  Tres  B arras,  Santa  Catharina,  is  reported 
as  having  an  output  of  more  than  3,000,000  feet  per  month. 
The  company  operating  this  mill  plans  to  build  three  new  mills, 
thus  bringing  their  output  up  to  7,000,000  feet  per  month, 
of  which  5,000,000  will  be  exported  to  Argentina  and  Uruguay. 
Most  of  this  lumber  is  Parana  pine,  but  the  company  also 


14  PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES 

produces  Brazilian  walnut  and  several  other  woods  used  in 
cabinet  making.  It  has  been  suggested  that  wood  pulp 
mills  may  soon  grow  up  alongside  of  the  large  saw  mills. 
Lumber-using  factories  are  likely  to  increase  where  lumber 
is  available. 

Concerning  the  iron  and  steel  industries  of  Brazil  the 
future  possibilities  seem  great,  though  the  difficulties  to  be 
overcome  are  serious.  E.  C.  Buley,  in  his  book  on  "South 
Brazil,"  published  by  D.  Appleton  &  Co.,  in  1914,  says:  "In 
the  near  future,  iron  is  likely  to  take  first  place  among  the 
mineral  products  of  Brazil.  All  the  iron  ores  of  Brazil  are 
oxides,  and  are  richer  in  iron  than  the  highest  grade  of  Swedish 
ores.  The  deposits  of  Minas  Geraes  are  enormous  in  their 
extent;  the  mountains  of  Itabira  do  Campo  and  Itabira  do 
Matto  Dentro  being  practically  composed  of  rich  ore.  The 
quantity  of  iron  in  this  deposit  alone  is  conservatively  estimat- 
ed at  1,000,000,000  tons.  The  process  of  mining  is  economical, 
for  the  ore  can  be  shovelled  away  by  steam  shovels  when 
required.  When  it  is  considered  that  Brazil  annually  im- 
ports 500,000  tons  of  iron,  the  economic  waste  in  allowing 
these  deposits  to  remain  undeveloped  will  be  grasped. 

"The  difficulties  are  not  easily  overcome,  however.  In 
the  first  place  there  is  no  coal  in  the  neighborhood;  indeed, 
a  seam  of  good  coal  remains  to  be  discovered  in  Brazil.  The 
iron  now  being  melted  in  the  State  of  Minas — and  there  are 
two  smelting  establishments  busy  in  that  state — has  to  be 
obtained  by  the  use  of  charcoal  as  fuel.  The  second  difficulty 
is  the  remote  position  of  the  iron  fields;  in  the  mountainous 
eastern  part  of  the  State.  But  month  by  month  the  Victoria- 
Minas  railway  is  pushing  its  rails  to  the  fields,  and  will  shortly 
put  them  in  railway  communication  with  the  port  of  Victoria 
(Espirito  Santo.) 

"In  connection  with  this  railway  a  scheme  has  been  pro- 
posed for  the  effective  working  of  the  iron  deposits.  It  is 
proposed  to  develop  the  energy  of  the  waterfalls  of  the  river 
Doce,  a  fine  stream  which  flows  through  the  district,  and  to 
apply  the  electric  power  so  obtained.  The  purposes  for  which 
the  electric  current  are  to  be  applied  are  double:  the  elec- 
trification of  the  railway  and  the  smelting  of  the  iron  by 
electric  furnaces.  With  the  employment  of  local  charcoal,  it 


PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES  15 

is  expected  to  produce  the  steel  rails  which  Brazil  is  import- 
ing from  year  to  year  in  large  quantities." 

Another  attempt  to  get  around  the  shortage  of  satis- 
factory coal  is  mentioned  in  the  Supplement  to  the  U.  S. 
Commerce  Reports,  dated  Oct.  28,  1915.  It  seeks  to  utilize 
the  poor  coal  available.  The  statement  reads:  "Such  coal 
as  exists  in  Brazil  is  most  of  it,  found  in  these  southern  states, 
particularly  in  Rio  Grande  do  Sul  and  Santa  Catharina,  but 
the  quality  is  poor  (from  25  to  60  per  cent  of  ash,  except  in 
selected  samples),  and  although  it  is  at  present  used  to  some 
extent  mixed  with  wood,  it  can  not  in  normal  times  compete 
seriously  with  imported  coal,  unless  some  new  method  of  em- 
ploying it  be  adopted.  Experiments  are  said  to  have  de- 
monstrated that  it  can  profitably  be  employed  in  the  production 
of  gas  for  internal-combustion  engines,  but  the  satisfactory 
application  of  this  method  on  a  large  scale  still  remains  to  be 
undertaken." 

The  U.  S.  Commerce  Reports  also  give  evidence  of  con- 
ditions favorable  to  the  manufacture  of  cement*  and  of 
porcelain.'  Deposits  of  kaolin  have  been  discovered  which 
rival  those  of  Japan. 

It  is  clear,  then,  that  Brazil  is  a  country  with  great  un- 
developed resources  and  consequently  undeveloped  industries, 
and  that  the  near  future  is  likely  to  see  many  changes  favorable 
to  the  manufacturing  industries  of  Brazil. 

MANUFACTURING    INDUSTRIES. 

From  a  manuscript  in  the  U.  S.  Department  of  Commerce 
on  "Brazilian  Manufactures,"  dated  Oct.  6,  1915,  it  appears 
that  prior  to  that  date  there  were  3,600  manufacturing  estab- 
lishments in  Brazil  producing  more  than  ninety  different 
classes  of  articles  and  employing  168,000  workmen.  Most 
of  these  so-called  "large  factories,"  however,  are  of  so  small 
capacity  that  they  should  be  classed  as  workshops  rather 
than  factories.  "Of  the  total  number  850  have  an  annual 
production  of  less  than  100  contos  (about  $32,400)  each; 
1,700  less  than  200  contos  (about  $64,800);  2,400  less  than 
300  contos  ($97,200);  and  only  about  300  produce  as  much  as 
500  contos  ($162,000)  worth  of  goods  per  annum.  Seven 

'Report  of  Sept.  7,  1917. 
'Report  of  Aug.  13,  1913. 


16  PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES    . 

hundred  and  seventy  represent  a  capital  investment  of  less 
than  50  contos  ($16,200)  each;  1,750  less  than  100  contos 
(about  $32,400);  and  less  than  40  have  a  capital  of  as  much 
as  500  contos  ($162,000).  As  to  the  number  of  employes, 
450  have  less  than  10  each;  1,850  less  than  20;  270  less  than 
50.  Only  320  have  as  many  as  100  employes  each. 

"It  is  obvious  that  a  large  number  of  these  factories  are 
of  too  insignificant  importance  to  be  considered  as  figuring 
in  any  serious  way  in  the  development  of  national  industries. 
They  are  mainly  small  shops  relying  solely  on  local  markets 
for  the  sale  of  their  products." 

It  is  evident  from  these  statements  that  Brazil,  for  the 
most  part,  is  still  living  in  the  handicraft  stage  of  industry 
rather  than  under  a  highly  developed  factory  system. 

From  the  analysis  of  the  more  important  manufactures  of 
Brazil  in  the  manuscript  mentioned  above,  the  following 
items  were  taken  and  arranged  in  groups : 

i 

NUMBER  OF  NUMBER  OF 

TEXTILES:                                                        ESTABLISHMENTS  EMPLOYES 

Cotton  Mills 161  45,942 

Woolen  Mills 15  1,957 

Underclothing 31  2,218 

Hats 83  3,268 

Cravats 11  689 

Cordage 7  586 

Total 308  54,660 

Average  number  of  workers  per  factory,  177. 

BUILDING: 

Saw  Mills  and  Carpenter  Work 197  3,766 

Naval  Construction 17  3,622 

Cement  and  Lime 36  1,027 

Stone 21  699 

Furniture 85  2,845 

Ceramic  Products.  .                        197  2,553 


Total 553  14,512 

Average  number  of  workers  per  factory,  26. 

LEATHER: 

Saddles  and  Harness 40  1,309 

Boots  and  Shoes 119  7,374 

Tanning  Hides 108  1,967 

Total 267  10,650 

Average  number  of  workers  per  factory,  40. 

METAL  WORKING: 

Iron  and  Foundry  Work 192  7,362 

Average  number  of  workers  per  factory,  38. 


PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES 


17 


NUMBER  OF  NUMBER  OF 

ESTABLISHMENTS          EMPLOYES 

PRINTING: 

Paper  and  Cardboard 23  834 

Average  number  of  workers  per  factory,  36. 

FOODS: 

Sugar 199  13,136 

Salt a.  .  .  53  2,146 

Flour 100  1,499 

Lard 34  587 

Butter  and  Cheese 138  931 

Pastry 87  683 

Confectionery,  Chocolates,  etc 40  1,203 

Preserves 18  606 

Xarque  (Dried  Beef) [  ..  26  3,782 

Total 695  24,573 

Average  number  of  workers  per  factory,  36. 

BEVERAGES: 

Wine 104  1,316 

Beer 186  2,942 

Mineral  Waters  and  Spirits 145  1,055 

Herve  Matte 44  4,975 

Total 479  10,288 

Average  number  of  workers  per  factory,  21. 

MISCELLANEOUS: 

Soap  and  Tallow  Candles 91  1,763 

Oil  and  Resins 20  532 

Tobacco 104  7,407 

Matches 18  4,000 

Total 233  13,702 

Average  number  of  workers  per  factory,  59. 

The  above  figures  give  still  further  evidence  that  the 
industries  of  Brazil  are  carried  on  in  small  factories  with 
but  few  exceptions.  The  figures  are,  moreover,  in  general 
harmony  with  the  statement  made  in  "South  Brazil"  by 
Buley  (pp.  151-153)  that  the  leading  manufacturing  in- 
dustries in  Brazil  arranged  in  order  of  importance  are  as 
follows:  (1)  Textile,  (2)  Sugar,  (3)  Shoemaking,  (4)  Hat- 
making,  (5)  Matchmaking,  (6)  Breweries,  etc.  The  cotton 
mills  with  their  45,942  employes  stand  out  conspicuously 
above  all  others.  The  U.  S.  Commerce  Report  of  Aug.  4, 
1916,  states  that  it  had  been  estimated  at  that  time  that  there 
were  250  instead  of  161  cotton  mills  in  Brazil.  The  following 
is  quoted:  "That  the  cotton-textile  industry  is  not  only  a 
valuable  asset  in  the  prosperity  of  Brazil,  but  also  a  growing 
factor  in  its  economic  development  is  evident  from  the  fol- 


is  PROPOSED  J>LAN  FOR  A  SCHOOL  OF  TRADES 

lowing  interesting  data  compiled  by  Senor  Cunha  Vasco  in 
recent  investigations  of  the  cotton-textile  industry: 

1905  1916 

Number  of  factories  working  regularly 110  250 

Number  of  spindles  working  regularly 734,928  1,464,218 

Number  of  looms  working  regularly 26,420  49,648 

Number  of  hands  employed 39,159  72,943 

Capital $48,427,000  $78,756,000 

Value  of  output 30,260,750  59,783,750 

"In  1865  there  were  only  9  textile  mills  in  the  Republic." 

The  permanency  of  this  industry  is  assured  in  Brazil  be- 
cause Brazil  is  a  cotton-growing  country,  and  its  product  is 
increasing  while  its  importations  of  cotton  have  been  de- 
creasing. 

Not  only  has  Brazil  the  cotton  but  it  is  now  coming  to 
produce  the  needed  dyes.  "At  the  beginning  of  the  European 
war  there  was  consternation  among  the  textile  mills  over  the 
possibility  of  a  coming  lack  of  dyes,  Germany  having  gradually 
grown  to  be  the  chief  supplier  of  the  Republic  in  the  matter 
of  aniline  dyes.  The  worst  predictions  were  verified  after  a 
few  months;  but,  fortunately,  Brazil  turned  to  its  own  forests 
and  its  own  small  struggling  domestic  industry  in  vegetable 
dyes  to  supply  the  want.  The  result  has  been  gratifying  in 
that  the  domestic  industry,  small  and  struggling  as  it  was,  has 
effectually  supplied  the  mills  with  enough  dyes  to  continue 
operating  for  the  present."4 

The  South  American  Journal  of  London,  of  the  date 
of  August  5,  1916,  says,  "From  vegetable  sources  there  is 
little  doubt  that  Brazil  can  produce  colors  of  a  wide  range, 
of  great  brilliancy  and  durability.  It  is  said  that  of  500 
known  tints,  300  can  be  matched  in  the  dyes  from  native 
materials." 

The  textile  mills  of  Brazil  are  not  confined  to  cotton  as 
the  only  local  product.  "There  is  a  small  but  growing  pro- 
duction of  flax  in  the  southern  part  of  the  Republic,  which, 
it  is  hoped,  may  in  time  supply  the  domestic  industry. "» 
Excellent  wool  is  furnished  by  the  flocks  in  Southern  Brazil, 
though  both  woolen  yarns  and  raw  wool  are  still  imported 
in  considerable  quantities.* 

<U.  S.  Commerce  Report,  Aug.  4,  1916. 
»U.  S.  Commerce  Report,  Sept.  14,  1917. 
•U.  S.  Commerce  Report,  Oct.  4,  1917. 


PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES  19 

Experiments  have  shown  that  the  piteira  fiber  of  Brazil 
from  which  coffee  bags  are  made  has  many  of  the  qualities  of 
manila  hemp  and  can  be  used  for  spinning  and  weaving. » 

Anyone  who  examines  the  map  of  Brazil  and  observes  the 
mountains  that  parallel  a  large  part  of  the  coast  of  Southern 
Brazil  will  understand  how  it  is  possible  that  water  power 
used  in  producing  electricity  is  going  to  be  a  very  large  factor 
in  the  future  industrial  development  of  the  southern  states 
of  Brazil.  Already  great  hydro-electric  plants  are  furnishing 
abundant  electric  power  in  many  localities.  All  the  large 
cities,  even  some  of  the  villages,  have  modern  plants  which 
generate  electricity  for  both  light  and  power  purposes. » 

Concerning  the  development  of  the  metal-working  in- 
dustries, the  Supplement  to  the  U.  S.  Commerce  Reports, 
dated  Sept.  25,  1917,  contains  the  following  statement:  "In 
Sao  Paulo  there  are  134  shops,  foundries  and  factories  engaged 
in  metal  working.  Among  the  articles  produced  are  coffee- 
hulling  machinery,  small  rice  mills,  cane  mills,  plows,  farm 
tools,  metal  parts  of  railway  cars,  street  cars,  carriages,  stoves, 
enameled  sanitary  ware,  aluminum  kitchen  ware,  cast  iron 
pipe,  iron  kitchen  ware,  brass  ware  for  buildings,  office  and 
machinery  parts;  certain  textile  mill  machinery,  bells,  ma- 
chine tools,  woven  wire  fence,  and  repair  parts  for  machinery. 
For  much  of  this  manufacturing  iron  must  be  imported. 
Some  factories  have  small  furnaces  for  the  utilization  of 
scrap  iron  and  scrap  brass,  scrap  iron  being  used  in  the  pro- 
duction of  practically  all  castings. 

"The  manufacturing  industries  of  this  district  include  a 
large  number  of  establishments,  many  of  which  are  small  and 
employ  only  a  few  workmen." 

From  the  classified  list  of  factories  included  in  the  above 
named  report  the  following  items  have  been  selected  and 
classified : 

BUILDING: 

Brick  and  Tile 972  factories 

Woodworking 558 

Lime 47        " 

Furniture .  .304        " 


'U.  vS.  Commerce  Report,  Sept.  12,  1917. 
•U.  S.  Commerce  Report,  May  8,  1917. 


20  PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES 

METAL  WORKING: 

Machinery 65  factories 

Foundries 62 

Articles  of  Metal 7 

Railway  Machine  Shops 18 

LEATHER: 

Harness  and  Saddles 248 

Trunks  and  Bags 56 

Tanneries 6 

WAGONS  AND  CARRIAGES 383 

According  to  Buley's  "South  Brazil,"  the  State  of  Rio  de 
Janerio  is  the  most  important  manufacturing  section  of 
Brazil.  The  statistics  in  this  book  date  back  to  1911.  At 
that  time  there  were  1,000  industrial  establishments  in  that 
state  which  were  "classed  as  important."  Of  these  75% 
were  in  the  city  of  Rio  de  Janeiro  and  they  employed  about 
40,000  workers.  The  following  figures  are  presented  as 
giving  the  number  of  the  more  important  industries :  Textiles, 
22;  boot  and  shoe  factories,  57;  hat  factories,  15;  foundries 
and  metalwork,  43;  breweries,  24;  potteries,  19;  match  fac- 
tories, 3;  brushware,  12;  flour  mills,  4;  umbrella  makers,  15; 
soap  and  candles,  11;  tobacco  factories,  5. 

EDUCATION. 

Elementary  education  is  not  compulsory  in  Brazil,  and 
for  that  reason  and  because  of  the  large  negro  and  Indian 
population  in  the  Northern  part,  the  percentage  of  illiteracy 
is  high.  However,  there  are  many  public  elementary  schools 
and  many  private  schools  corresponding  somewhat  to  the  high 
schools  of  the  United  States.  Brazil  has,  also,  many  profes- 
sional schools  for  the  study  of  law,  medicine,  pharmacy,  and 
dentistry,  and  more  recently  schools  of  commerce,  architect- 
ure and  engineering;  also  normal  schools.'  There  are  more 
than  fifty  military  schools  in  the  different  states,  and  these 
have  been  greatly  stimulated  by  the  European  war. 

"The  study  of  law  is  by  far  the  most  general  and  popular 
of  the  courses  of  higher  education,  though  not  more  than  20 
per  cent  of  those  studying  law  are  said  to  follow  the  pursuit 
of  lawyers.  A  law  certificate  is  not  only  an  open  sesame  to 
the  aspirant  for  political  or  journalistic  fame,  but  it  is  also 
an  open  door  for  'society.'  The  course  in  law  is  richer  and 
more  comprehensive  than  that  in  our  professional  schools." 

•"The  Brazilians  and  Their  Country,"  by  Clayton  Sedgwick  Cooper, 
Chapter  VIII. 


PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES  21 

The  artistic  branches  of  learning  are  especially  popular. 
Mr.  Cooper  tells  of  a  beautiful  building  in  Rio  de  Janeiro, 
the  School  of  Arts  and  Crafts — where  there  is  a  night  school 
with  an  attendance  of  more  than  1,000  pupils.  Here  are 
taught  music,  drawing,  painting,  cartoon-making,  etc.,  and 
instruction  is  given  free  of  charge.  While  this  is  not  a  Gov- 
ernment school,  it  receives  certain  annual  subsidies  from  the 
Government. 

"The  great  wave  of  enthusiasm  for  vocational  education 
which  has  been  passing  over  the  United  States  has  reached 
Brazil.  The  people  are  beginning  to  feel  the  need  of  training 
the  young  who  are  to  enter  the  industrial  fields,  and  the 
Government  is  establishing  trade  schools  in  various  cities.  "»<» 

One  of  the  most  important  schools  now  giving  courses  in 
practical  instruction  in  shopwork  and  drawing  is  the  Escola 
de  Engenharia  of  Porto  Alegre,  but  this  is  not  organized  on 
a  trade  school  basis. 

In  an  address  before  the  Second  Pan-American  Scientific 
Congress,  held  in  Washington,  D.  C.,  Dec.  27,  1915,  to  Jan. 
8,  1916,  Harold  E.  Everley  said:  "If  Latin  America  is  success- 
fully to  compete  with  Europe,  it  must  educate  its  men  to  de- 
velop the  great  natural  resources  and  acquire  that  industrial 
independence  which  is  so  important  to  a  nation.  The  pro- 
motion of  almost  every  industrial  enterprise  depends  largely 
upon  machinery,  but  the  manufacture  of  this  in  these  countries 
is  very  limited.  All  the  materials  needed  to  develop  a  great 
steel  industry  are  provided  by  nature,  yet  the  industry  does 
not  exist  because  of  the  want  of  trained  men. 

"Industrial  training  as  a  part  of  the  regular  curriculum 
is  the  supreme  need  of  the  schools  of  Latin  America." 

These  statements  are  given  added  significance  because  of 
the  fact  that  Mr.  Everley,  before  being  employed  as  a  special 
agent  of  the  U.  S.  Department  of  Commerce,  was  himself  an 
instructor  in  charge  of  a  department  in  the  Escola  de  Engen- 
haria of  Port  Alegre,  Brazil,  mentioned  above. 

TASTES    OF   THE    PEOPLE. 

After  reading  Mr.  Cooper's  really  illuminating  book,  "The 
Brazilians  and  their  Country,"  one  is  convinced  that  any 

10"Vocational  Education  in  Brazil,"  by  Harold  E.  Everly,  in  Manual 
Training  and  Vocational  Education,  June,  1916. 


22  PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES 

trade  school  that  is  to  become  popular  in  Brazil  must  give  a 
certain  accent  to  the  art  side  of  the  trades  whenever  that  is 
possible.  It  is  evident  that  the  Brazilian  not  only  wants 
a  thing  to  be  durable  but  he  especially  wants  it  to  be  beau- 
tiful. It  must  appeal  to  his  imagination,  to  his  feelings 
as  well  as  to  his  reason  in  order  to  be  satisfactory.  This 
element  that  educators  are  trying  to  stimulate  in  the  North 
American  people  is  inherent  in  the  South  American  people 
because  of  their  ancestry.  Mr.  Cooper  quotes  this:  "If  the 
American  seeks  the  shortest  road  to  a  given  end,  the  Latin 
American  looks  for  the  prettiest."  In  another  place  he  says, 
"If  it  is  true,  as  some  one  has  said,  that  the  sense  of  being 
well-dressed  gives  a  feeling  of  tranquility  which  religion  is 
powerless  to  bestow,  the  Brazilians  should  possess  a  repose 
rivalling  the  Buddha  at  Kamakura.  Surely  they  are  among 
the  best-apparelled  men  and  women  to  be  found  in  any  part 
of  the  world." 

On  the  other  hand,  Mr.  Cooper  points  out  that  "industrial 
initiative  and  interest  in  large  constructive  modern  enter- 
prise involving  practical  talents,  are  traits  in  which  Brazil- 
ians are  weak.  The  mental  tendency  of  the  Latin  American, 
as  a  rule,  is  literary  and  political  rather  than  scientific  and 
practical." 

While  the  pressure  of  modern  economic  and  national 
life  is  forcing  industrial  enterprise  and  more  practical  educa- 
tion upon  the  Brazilian,  such  enterprise  and  such  education 
should  not  be  allowed  to  destroy,  but  rather  they  should  be 
required  to  stimulate  the  further  development  of  that  precious 
spiritual  trait  that  gives  charm  and  value  to  things  made 
with  the  hands. 


CHAPTER  II. 

SCOPE  OF  A  SCHOOL  OF  TRADES  SUITED  TO  THE  NEEDS  OF 
THE  CAPITAL  CITY  OF  BRAZIL. 

AFTER  securing  the  facts  presented  in  the  previous 
chapter,  it  is  still  difficult  to  determine  just  what 
trades  should  be  taught  in  the  school  at  Rio  de  Janeiro, 
because  in  the  present  state  of  the  world's  industrial  progress 
one  finds  in  almost  every  community  a  trade  represented 
in  several  stages  of  its  development.  It  may  be  just  branching 
off  from  the  mother  trade,  and  so  undefined  in  many  details; 
it  may  be  in  its  full  rounded  development  as  a  manual  trade; 
it  may  be  cut  into  small  pieces  by  the  factory  system;  or  it 
may  have  become,  in  the  hands  of  the  scientist  or  engineer 
or  artist,  a  profession.  It  is  quite  common  to  find  in  one 
and  the  same  community  one  trade  in  a  well  defined  condi- 
tion— the  pattern-maker's,  for  example;  and  another  cut 
to  pieces  by  the  factory  system,  like  the  shoemaker's;  and 
a  third  that  has  passed  on  into  a  professional  stage  requiring 
men  of  more  extended  education  to  conduct  it.  Surgery, 
which  grew  out  of  barbery,  is  an  extreme  example  of  the 
latter. 

And  all  of  these  stages  may  be  found  in  a  single  community 
at  one  time.  In  fact  the  last  three  and  sometimes  the  first 
may  be  found  in  a  single  factory,  for  there  you  will  see  the 
mere  machine  tender,  and  the  man  who  has  learned  his  trade 
thru  a  long  apprenticeship,  and  also  the  man  who  has  spec- 
ialized in  the  technology  of  the  processes  of  the  trade.  Schools 
in  the  past  have  allowed  the  technologist  to  get  his  training 
as  best  he  could  in  an  engineering  college,  and  the  tradesman 
has  usually  been  obliged  to  depend  upon  what  remains  of  a 
broken-down  apprenticeship  system,  while  the  operative 
has  been  left  to  the  mercy  of  the  manufacturer  whose  chief 
interest  has  been  in  production  at  the  lowest  cost  rather  than 
in  educating  workmen  and  citizens. 

The  schools  of  the  future  in  democratic  nations  must  pro- 
vide for  all  three  of  these,  and  it  is  assumed  that  the  School 
of  Trades  needed  in  the  city  of  Rio  de  Janeiro  is  of  this  in- 

23 


24  PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES 

elusive  type.  However,  such  a  school  must  not  interfere  with 
the  elementary  educational  system  at  the  bottom  of  the  scale, 
nor  with  the  engineering  college  at  the  top.  If  it  duplicates 
courses  in  the  former  it  will  be  because  students  get  into 
industry  without  a  complete  elementary  education;  if  it 
duplicates  courses  in  the  latter,  it  will  be  because  such  courses, 
like  mathematics  and  physics,  are  essential  elements  of  both 
the  school  of  industry  and  the  school  of  engineering,  or  like 
the  theory  of  electric  currents,  are  essential  to  one  group 
of  students  for  immediate  practical  application,  while  to  the 
other  they  are  a  part  of  a  larger  body  of  technical  prepara- 
tion for  professional  work. 

From  this  point  of  view,  then,  in  the  selection  of  the 
trades  in  which  instruction  to  meet  present  and  near-future 
needs  are  prominent  there  will  seem  to  be  a  lack  of  co-ordin- 
ation unless  one  takes  the  viewpoint  that  the  trade  schools  of 
the  future  must  provide  education  for  workers  in  all  three  of 
the  stages  of  the  trade  or  industry  mentioned  above. 

THE    BUILDING   TRADES. 

Any  school  of  mechanical  trades  that  is  to  meet  the  in- 
dustrial condition  in  any  city  must  first  of  all  teach  the  building 
trades  because,  from  the  material  standpoint,  the  city  is 
made  up  of  buildings  which  have  to  be  constructed  by  skilled 
masons  and  carpenters,  plumbers  and  sheet-metal  workers, 
electricians,  etc.,  and  beautified  by  painters  and  interior 
decorators.  These  constitute  the  most  fundamental  group 
of  mechanical  trades. 

It  should  be  noticed  that  all  these  look  to  architectural 
drafting  as  their  means  of  communication  between  designer 
and  workman.  Architectural  drafting  is,  then,  the  language 
of  this  group,  and  educationally  occupies  its  center. 

As  to  the  particular  trades  in  this  group  which  should 
be  taught  in  any  city,  much  depends  upon  the  materials  used 
in  construction  and  upon  the  forms  of  public  service  available. 
For  instance,  in  Rio  de  Janeiro  stone  and  brick  are  the  chief 
building  materials,  while  wood  takes  a  minor  place  in  the 
scheme  of  building.  In  Rio  de  Janeiro,  also,  there  is  ample 
electric  power;  hence,  electricians  are  needed. 


PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES  25 

THE    MACHINE    TRADES. 

After  the  building  group,  which  is  common  to  all  cities, 
there  is  a  second  group,  the  machine  group,  which,  in  these 
modern  times,  is  almost  as  much  of  a  necessity  in  any  city  as 
the  building  group.  Street  cars  and  automobiles  now  take 
the  place  of  walking,  and  electrical  appliances  are  commonly 
found  not  only  in  factories,  but  in  offices  and  homes. 

Just  which  of  the  machine  trades  should  constitute  this 
group  depends  somewhat  upon  the  manufacturing  industries 
of  the  city,  but  not  wholly.  At  the  present  time,  according 
to  facts  stated  in  the  previous  chapter  of  this  report,  skilled 
workmen  in  the  machine  trades  of  Brazil  will  be  more  likely 
to  repair  or  replace  parts  of  imported  machines  than  to  manu- 
facture machines.  In  one  respect  this  condition  is  especially 
favorable  to  trade  instruction.  Where  manufacturing  under 
a  highly  organized  factory  system  is  carried  on,  the  proportion 
of  skilled  tradesmen  to  mere  machine  operators  is  very  small, 
whereas  in  machine  repair  work  nearly  every  man  needs  to 
be  an  all-around  mechanic.  In  small  factories  the  proportion 
of  skilled  workmen  to  the  semi-skilled  or  unskilled  is  larger 
than  it  is  in  large  factories.  And  no  trade  school  is  worthy 
of  the  name  that  merely  trains  machine  operators.  The  trade 
school  must  always  aim  to  give  a  good  grounding  in  the  prac- 
tical and  theoretical  fundamentals  of  the  whole  range  of  what 
is  recognized  as  a  skilled  trade  as  well  as  assist  the  machine 
operator.  For  instance  to  train  a  "lathe  hand"  or  "drill 
press  man"  may  be  a  worthy  aim  for  a  "short-unit"  course  in 
an  evening  or  continuation  school,  but  it  should  not  be  the 
aim  of  a  curriculum  in  a  day  trade  school. 

The  machine  trades  that  are  most  likely  to  be  wanted  in 
Rio  de  Janeiro  are  those  of  the  machinist,  the  blacksmith,  the 
pattern  maker,  the  moulder,  the  automobile  repair  man,  the 
electrician,  and  the  carriage  maker.  Just  as  the  building 
trades  naturally  group  themselves  around  architectural  draft- 
ing, so  these  group  about  machine  drafting;  and  machine 
drafting,  therefore,  becomes  the  language — the  means  of 
communication — for  these  trades. 

At  certain  points  the  machine  trades  and  the  building 
trades  overlap  somewhat.  For  example,  blacksmithing,  elec- 
trical work,  and  sheet-metal  work  might  be  classed  in  both 


26  PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES 

groups,  but  for  practical  purposes  in  organizing  a  school  each 
finds  its  chief  place  in  one  group  or  the  other. 

THE    PRINTING   TRADES. 

A  third  group  of  trades  that  should  be  in  demand  in  any 
large  city  is  the  printing  group.  In  this  group  should  be 
found  hand  composition,  machine  composition,  press  work, 
proof  reading  and  copy  editing,  bookbinding,  commercial 
art,  photography,  and  photo-engraving. 

From  the  drawing  standpoint  all  these  are  readily  grouped 
around  designing  because  correct  spacing,  pleasing  proportion 
— good  design — constitute  a  unifying  aim  in  all  of  them. 

The  figures  presented  in  the  previous  chapter  have  not  in- 
cluded the  printing  group  of  industries  to  any  considerable 
extent.  It  is  believed,  however,  that  in  at  least  one  school 
in  the  nation,  and  that  preferably  in  the  largest  city,  there 
should  be  a  school  that  would  help  to  elevate  standards  in  the 
printing  trades  and  supply  trained  workers  for  the  local  needs 
and  for  other  smaller  cities.  This  fact  might  be  regarded  as 
sufficient  grounds  for  gratifying  a  national  subsidy  for  this 
department  of  the  school. 

THE   TEXTILE   TRADES. 

Owing  to  the  fact  that  the  textile  industries  in  Brazil 
already  employ  more  than  70,000  people  in  308  factories, 
and  to  the  further  fact  that  Rio  de  Janeiro  is  in  the  center 
of  the  textile  manufacturing  district,  any  school  attempting 
to  stimulate  the  best  development  of  the  industries  of  Brazil, 
and  especially  of  the  industries  of  the  capital  city  and  its  en- 
virons, cannot  ignore  the  textile  industries. 

In  this  group,  however,  should  be  included  not  only  factory 
processes  of  spinning,  weaving,  dyeing  and  finishing,  but 
also  dressmaking,  tailoring,  millinery,  and  costume  designing. 
Associated  with  this  group  might  be  rubber  manufacturing. 
This  group  of  textile  trades  gathers  around  freehand  drawing 
as  its  form  language.  Here  a  study  of  the  human  figure  and 
its  adornment  becomes  a  vital  factor  in  industrial  success  in 
several  of  these  trades.  In  all  of  them  a  knowledge  of  element- 
ary drawing  and  design  is  desirable. 


PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES  27 

THE   LEATHER   TRADES. 

From  the  standpoint  of  national  development  there  is 
another  group  of  trades  that  needs  the  stimulus  of  a  trade 
school  in  Brazil,  and  that  is  the  leather  group.  In  the  last 
chapter,  the  reason  for  this  was  clearly  shown.  If  Brazil  had 
the  tanning  industry  and  the  leather  manufacturing  industries 
well  developed,  she  could  easily  turn  the  scale  to  the  export 
side  in  leather  manufactures.  To  develop  these  industries 
she  needs  skilled  workers  and  more  technical  experts.  These 
could  be  trained  in  the  right  kind  of  a  trade  school.  Besides 
tanning,  this  school  should  give  instruction  in  harness  making, 
saddlery,  shoemaking  and  boot  and  shoe  manufacturing. 

According  to  the  figures  presented  in  Chapter  I,  Brazil 
now  has  10,650  workers  in  267  leather  industries.  These  are 
divided  between  saddlery  and  harness  making,  boot  and  shoe 
making  and  tanning.  According  to  other  figures  presented, 
there  are  more  boot  and  shoe  factories  in  Rio  de  Janeiro  (57) 
than  any  other  kind  of  factory,  the  next  largest  number 
being  for  metal  work.  This  would  seem  to  be  further  evidence 
that  Rio  de  Janeiro  is  the  place  where  the  leather  industries 
should  be  given  recognition  in  a  school  of  trades, 

THE    CERAMIC    TRADES. 

The  figures  presented  in  the  previous  chapter  show  that 
ceramic  products  are  made  in  197  factories  employing  2,553 
workmen,  and  that  there  are  19  potteries  in  Rio  alone.  In 
the  list  of  industrial  products  of  the  State  of  Sao  Paulo  s 
shown  at  the  recent  Industrial  Exposition,  the  following  are 
included:  "Manufactures  of  clay,  including  'ironstone'  china- 
ware  of  excellent  quality,  decorative  tiling,  glazed  tiling, 
fire  brick,  glass,  decorated  earthenware."  The  use  of  black 
and  white  tiles  worked  into  varied  patterns  is  a  characteristic 
feature  of  the  sidewalks  of  Rio  de  Janeiro. 

It  would  seem,  therefore,  that  tile  making,  brick  making, 
pottery,  and  modeling  should  be  given  at  least  a  minor  place 
in  any  comprehensive  school  of  trades  in  Rio. 

MUSEUM   AND   LIBRARY. 

If  any  school  of  trades  is  intended  to  raise  the  standard 
of  quality  and  design  in  manufactured  products,  it  must 

!U.  S.  Commerce  Report,  Nov.  12,  1917. 


28  PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES 

have  not  only  teachers  of  superior  technical  qualifications, 
but  it  must  have  available  for  study  manufactured  products 
of  superior  quality.  For  this  reason  the  School  of  Trades  of 
Rio  de  Janeiro  should  have  as  its  central  feature  an  industrial 
museum  where  would  be  arranged  in  the  most  advantageous 
way  for  study,  some  of  the  best  manufactured  products  of 
the  Nation,  and  the  best  from  all  parts  of  the  world  in  the  par- 
ticular branches  of  industry  that  the  school  desires  to  stim- 
ulate. This  museum  should  not  be  so  much  for  the  general 
public,  though  it  would  be  valuable  for  that  purpose,  as  for 
the  students  of  the  school.  It  should  be  strictly  an  educa- 
tional museum. 

The  nucleus  of  a  collection  for  such  a  museum  might, 
perhaps,  be  made  from  duplicates  of  selected  pieces  shown 
in  such  expositions  as  the  one  opened  in  Sao  Paulo  in  Septem- 
ber, 1917,2  where  local  manufacturers  of  machinery,  leather, 
earthenware,  hats,  shoes  and  a  variety  of  textiles  were  shown. 
But  the  collection  for  any  department  of  the  school  should 
not  stop  with  local  products;  it  should  constantly  reach  out 
for  the  best,  the  most  suggestive  and  stimulating  from  other 
countries.  The  museum  should  be  a  changing  and  growing 
organism,  not  a  sepulchre  for  the  dead. 

As  a  means  in  teaching  processes  of  hand  or  machine 
production  the  museum  should  contain  collections  showing 
raw  materials  in  the  various  stages  of  preparation  and  manu- 
facture. It  should  contain  machinery,  which,  for  one  reason 
or  another,  would  not  be  found  in  operation  in  the  workshop, 
but  is  valuable  for  study. 

On  the  side  of  manufactured  products  many  suggestions 
for  which  a  museum  could  be  obtained  from  the  Bavarian 
National  Museum  in  Munich,  and  on  the  side  of  raw  mater- 
ials and  processes,  from  the  Museum  of  Natural  History  in 
New  York  City,  though  a  school  museum  should  be  like 
neither  of  these;  it  should  be  much  smaller  and  especially 
suited  to  school  instruction.  The  exhibits  should  be  so 
arranged  that  classes  in  drawing  and  technology  could  make 
the  greatest  possible  use  of  them.  With  this  end  in  view, 
some  of  the  drawing  rooms  should  adjoin  the  museum  and 
some  of  the  drawing  classes  should  do  a  large  part  of  their 
work  in  the  museum  itself.  The  museum  should  be  a  work- 
room. 

»U.  S.  Commerce  Report,  Nov.  12,  1917. 


PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES 


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UlAGRAMATIC  VIEW 
PROPOSED   SCHOOL  Or  TBADE3  ,  TUQUE  JANEIRO  EBAZIl 

30  PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES 

With  the  same  thought  in  mind  a  library  of  the  most 
useful  technical  books  should  be  provided  and  this  might 
profitably  be  connected  with  the  museum. 

FUNDAMENTAL    STUDIES. 

No  trade  or  industrial  school  in  a  democracy  can  afford 
to  allow  its  students  to  specialize  to  such  a  degree  in  their 
studies  that  they  fail  to  continue  their  general  education — 
their  education  for  citizenship  and  for  leisure  hours.  For 
this  reason  certain  fundamental  studies,  more  or  less  general 
in  character,  should  be  found  in  all  curricula  of  the  trade 
school  at  Rio.  These  studies  might  be  grouped  under  five 
heads  as  follows:  (1)  Language,  (2)  Citizenship,  (3)  In- 
dustrial Geography,  (4)  Natural  Science,  (5)  Mathematics, 
and  (6)  Physical  Training.  As  these  are  common  to  all 
curricula,  they  may  be  appropriately  grouped  with  the  museum 
and  library,  as  shown  in  the  accompanying  diagram.  This 
diagram  shows  the  four  major  and  two  minor  groups  of  trades 
surrounding  the  central  group  of  elements  common  to  all 
curricula.  The  diagram  also  shows  that  drawing  in  one 
form  or  another  is  the  center  of  each  group  of  trades.  Each 
curriculum  is  then  completed  by  adding  the  special  shop 
practice  or  practical  experience  of  the  individual  trade  rep- 
resented by  the  curriculum  and  the  special  technology  of 
that  trade. 


CHAPTER  III. 

TYPES  OF  CURRICULA  TO  BE  OFFERED  IN  THE  SCHOOL  OF 
TRADES  AT  Rio  DE  JANEIRO. 

THE  first  fact  to  be  noted  with  reference  to  the  courses 
to  be  offered  in  the  School  of  Trades  is  that  the  school 
should  contribute  to  the  training  of  the  three  types  of 
workers  mentioned  in  Chapter  II:  the  all-around  trades- 
man, the  trained  technologist,  and  the  machine  operator. 
By  adding  a  fourth  type  to  these,  namely,  the  teacher  of  trade 
and  industrial  subjects,  we  seem  to  cover  the  field  of  legi- 
timate demand  upon  such  a  school.  We  have,  then,  to  be 
considered,  courses  for  the  following  four  types  of  workers: 

A — The  Tradesman — skilled  in  the  whole  of  a  trade. 

B — The  Technologist — educated  theoretically  and  prac- 
tically in  industrial  processes  of  a  group  of  trades. 

C — The  Teacher — trained  in  pedagogy  as  well  as  the  theory 
and  practice  of  one  or  more  trades. 

D — The  Operative — semi-skilled  or  skilled  in  a  narrow 
range  of  work. 

A — COURSES    FOR   TRADESMEN. 

In  general  it  may  be  said  that  the  courses  for  tradesmen 
furnish  the  broad  foundation  curricula  of  the  school.  If 
these  are  properly  provided  with  equipment  and  space,  com- 
paratively little  more  is  needed  for  the  other  three.  The 
course  for  technologists  is  to  a  very  large  extent  a  combina- 
tion of  the  most  vital  elements  of  several  tradesman  courses; 
the  teacher's  course  supplements  either  a  single  tradesman 
course  or  a  combination  of  such  courses  or  parts  of  such 
courses;  while  the  courses  for  operatives  are  small  sections  of 
the  courses  for  tradesmen. 

The  most  satisfactory  length  for  a  day  tradesman  course 
is,  in  a  large  majority  of  cases,  two  years.  Requirements  for 
admission,  however,  for  this  length  of  course  must  be  kept 
rather  high.  The  age  limit  should  be  fifteen  years.  The 
school,  however,  should  provide  a  one-year  preparatory 
course  for  each  of  the  major  groups  of  trades:  one  for  the 
building  trades,  and  one  each  for  the  machine  trades,  the 
printing  trades,  the  textile  trades.  Students  intending  to 


32  PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES 

enter  the  leather  or  ceramic  trades  might  take  their  prepara- 
tory work  with  the  students  of  one  of  the  other  groups.  At 
first  there  would  be  no  obligation  to  placing  all  preparatory 
students  together  in  one  course.  When  the  school  became 
larger  a  differentation  would  be  desirable.  This  course 
should  be  taken  by  all  students  who  need  this  preliminary 
training.  Such  a  course,  providing  for  the  building  and 
machine  trades  together,  has  proved  to  be  especially  profitable 
in  the  David  Ranken,  Jr.,  School  of  Mechanical  Trades, 
St.  Louis,  Mo.  A  two-year  preparatory  course  has  been 
recommended  for  the  Isaac  Delgado  Central  Trades  School, 
which  is  soon  to  be  established  in  the  city  of  New  Orleans. 
A  preparatory  course  serves  not  only  as  a  very  satisfactory 
introduction  to  the  work  and  spirit  of  the  school,  but  also  as  a 
"finding"  course,  enabling  the  student  and  his  teachers  to 
discover  for  which  trade  a  pupil  is  best  adapted.  This  same 
idea  .has  been  successfully  applied  for  many  years  in  the 
municipal  trade  schools  of  Paris,  France. 

PREPARATORY    COURSE. 

The  time  of  this  one-year  preparatory  course  should  be 
divided  about  as  follows: 

HOURS  PER  WEEK  SUBJECT 

20  hours  Shopwork,  being  a  manual  training  course  covering 

the  elements  of  all  the  trades  in  the  group. 
For  example,  if  it  were  the  preparatory  course 
for  the  building  group  it  would  include  elements 
from  masonry,  cement  work,  house  carpentry, 
plumbing,  sheet-metal  work,  electric  wiring, 
cabinet  making  and  painting. 

5  hours  Drawing,  including  mechanical  drawing,  freehand 

drawing  and  the  elements  of  design.  All  of 
this  would  have  some  reference  to  the  group 
of  trades. 

4  hours  Mathematics,  consisting  of  arithmetic,  including 

mensuration  and  the  elements  of  geometry. 
As  far  as  possible  problems  should  find  their 
practical  application  in  the  drawing  and  shop- 
work  of  the  course. 

3  hours  Science.  This  should  include  the  elements  of  several 

sciences  taken  up  from  the  standpoint  of 
every-day  experience.  It  should  include:  use 
of  light,  use  of  heat,  refrigeration,  the  weather, 
the  seasons,  climate  and  health,  ventilation, 
food,  nutrition,  micro-organism,  water  supply, 
disposal  of  sewage  and  simple  machines.  This 
will  be  preparatory  to  the  science  which  comes 
later  in  the  course. 


PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES  33 


3  hours  Language.     (Portugese.)     This    course    should    en- 

deavor to  stimulate  a  taste  for  good  reading, 
and  to  make  use  of  the  vocabulary  of  shop- 
work,  as  well  as  of  the  reading,  in  teaching 
written  and  oral  expression. 

2  hours  Citizenship,  covering  history  of  Brazil  and  element- 

ary civics. 

3  hours  Physical  Training  or  Military  Drill. 

TWO-YEAR   COURSES. 

The  time  schedule  for  the  regular  two-year  tradesman 
courses  would  vary  somewhat  according  to  the  trade  taught, 
but  in  general  half  the  time  (20  hours  a  week)  should  be 
devoted  to  the  practical  work  in  the  trade  and  the  other  half 
divided  between  drawing,  mathematics,  technology  of  the 
trade,  natural  science,  geography,  language,  citizenship  studies 
and  physical  training  or  military  drill.  The  following  average 
weekly  time  schedule  suggests  the  proportioning  of  time  for 
the  entire  course  rather  than  a  practical  schedule  for  any 
particular  term : 

HOURS  PER  WEEK  SUBJECT 

20  hours  Shopwork,  in  one  trade. 

4  hours  Drawing,  with  trade  applications. 

2  hours  Technology  of  the  trade. 

3  hours  Mathematics,  applied  to  trade  problems. 
3  hours                 Science,  applied  physics  and  chemistry. 

1  hour  Industrial  Geography  and  history. 

2  hours  Language,  including  reading,  composition  and  busi- 

ness forms. 

2  hours  Citizenship,  including  elementary  social  science. 

3  hours  Physical  Training  and  Military  Drill. 

40  hours 

In  the  building  trades  division  of  the  school  there  would 
be  seven  two-year  courses  similar  to  the  above;  namely,  (a) 
masonry,  including  concrete,  (b)  carpentry,  (c)  cabinet 
making,  (d)  plumbing,  (e)  sheet  metal,  (f)  electric  wiring, 
(g)  painting  and  interior  decorating.  The  shopwork  in  each 
one  would  be  essentially  different.  The  same  is  true,  though 
in  a  less  degree,  of  the  technology  of  the  trade.  Drawing, 
mathematics  and  science  should  vary  somewhat  for  the  differ- 
ent trades  in  the  group,  but  language  and  citizenship  should 
be  the  same  for  all. 

The  same  general  program  and  limitations  would  apply  to 
the  seven  trades  in  the  machine  group;  namely,  (a)  pattern 


34  PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES 

making,  (b)  foundry  work,  (c)  forging,  (d)  machinists'  work, 
(e)  automobile  repair,  and  (f)  operating  engineering.  The 
eight  trades  of  the  printing  group  would  be  treated  in  like 
manner.  They  are,  (a)  hand  composition,  (b)  machine  compo- 
sition, (c)  presswork,  (d)  bookbinding,  (e)  proof-reading  and 
copy  editing,  (f)  photo-engraving,  (g)  photography,  and  (h) 
commercial  art. 

In  the  textile  group  there  are  several  trades  which  would 
adapt  themselves  naturally  to  the  type  program  given  above. 
These  are  (a)  tailoring,  (b)  dressmaking,  (c)  millinery  and 
hat  making,  and  (d)  costume  designing.  But  the  others  have 
become  such  highly  specialized  factory  industries  in  many 
places  that  operatives  instead  of  tradesmen  do  the  work  under 
the  direction  of  foremen  and  superintendents  who  have  greater 
insight  into  the  work  through  longer  experience  or  are  trained 
technologists.  This  statement  refers  to  (a)  spinning,  (b) 
weaving,  and  (c)  dyeing. 

In  the  leather  trades  and  ceramic  trades  four,  (a)  harness 
making,  (b)  saddlery,  (c)  pottery,  and  (d)  modeling,  might 
follow  the  type  of  course  outlined  above,  while  the  others: 
(a)  tanning,  (b)  boot  and  shoe  manufacturing,  (c)  brick  making, 
and  (d)  tile  and  terra  cotta  making  would  be  classed  with 
spinning,  weaving  and  dyeing.  Shoemaking,  including  repair- 
ing, might  be  taught  as  a  handicraft. 

A  closer  study  of  local  conditions  might  make  it  seem 
desirable  to  offer  a  one-year  course  in  some  of  the  trades. 
This  has  been  done  at  Wentworth  Institute,  Boston,  Mass. 
On  the  other  hand  the  Williamson  Free  School  of  Mechanical 
Trades  near  Philadelphia  gives  three-year  courses.  As  a 
rule,  however,  students  cannot  be  held  in  school  for  the  addi- 
tional year.  Two-year  courses  are  more  popular,  and  can  be 
made  effective. 

B — COURSES   FOR   TECHNOLOGISTS. 

The  term  technologist  is  here  used  to  cover  a  variety  of 
workers  in  higher  industrial  positions.  In  rank  the  technolo- 
gist is  below  the  engineer  and  above  the  tradesman.  Drafts- 
men, foremen,  inspectors,  superintendents  and  executive 
officers  who  need  both  technical  training  in  the  school  and 
practical  experience  in  the  industry  are  included  in  this  class. 


PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES  35 

Instead  of  being  expert  in  any  one  trade,  they  are  more  likely 
to  be  acquainted  with  the  fundamentals  of  an  entire  group 
of  trades,  and  specialists  in  either  drafting  and  designing,  or 
in  superintending  construction  or  manufacture,  or  in  executive 
work  of  some  kind. 

At  least  one  course  for  technologists  should  be  given  in 
each  of  the  six  groups  of  trades;  one  in  the  building  group 
for  architectural  draftsmen,  construction  superintendents  and 
contractors;  one  in  the  machine  group  for  machine  draftsmen, 
superintendents  and  factory  owners;  one  in  the  printing  group 
for  superintendents  and  office  executives;  one  in  the  textile 
group  for  designers,  salesmen  and  executives  for  textile  mills; 
one  in  the  leather  group  for  chemists,  superintendents  and 
other  executives  in  boot  and  shoe  factories,  and  tanneries;  and 
one  in  the  ceramics  group  for  designers,  superintendents  and 
executives. 

In  the  United  States,  the  Carnegie  Institute  of  Technology 
offers  such  courses  for  the  building,  machine  and  printing 
trades.  Wentworth  Institute,  in  Boston,  has  established 
three  such  courses  in  the  machine  trades  and  one  in  the  build- 
ing trades.  The  Philadelphia  Textile  School  is  an  example 
of  a  school  that  has  long  been  fitting  young  men  for  positions  of 
responsibility  in  the  manufacture  and  sale  of  textiles.  At 
Pratt  Institute,  Brooklyn,  N.  Y.,  is  a  successful  school  of 
tanning. 

Any  of  the  courses  mentioned  above  might  readily  be  sub- 
divided to  allow  for  a  higher  degree  of  specialization.  An 
illustration  of  this  is  found  in  Wentworth  Institute  where  in 
the  machine  trades  group  is  given  (a)  a  course  in  machine  con- 
struction and  tool  design,  (b)  a  course  in  electrical  construc- 
tion and  operation.  Another  sub-division  of  great  value 
might  be:  (a)  a  course  for  young  men  about  to  enter  industry; 
and  (b)  a  course  for  men  with  industrial  experience  who  wish 
to  become  foremen  or  draftsmen  or  executives  of  some  kind. 

While  no  two  of  these  courses  would  be  just  alike  in  studies 
and,  perhaps  in  time  allotment,  and  while  the  course  for  the 
second  year  would  not  be  like  the  first,  the  following  schedule 
will  serve  as  a  basis  for  the  development  of  particular  courses, 
because  it  shows  relative  emphasis  on  the  different  fundamental 
lines  of  effort : 


36 


PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES 


HOURS  PER  WEEK 
10  hours 


5  hours 
7  hours 


5  hours 

3  hours 

4  hours 

1  hour 

2  hours 

3  hours 


SUBJECT 

Shopwork,  covering  in  the  two  years  all  fundamental 
processes  of  the  group  of  trades.  Specializa- 
tion allowed  in  the  last  half  of  the  second  year. 
During  this  period  a  man  who  wishes  to  become 
a  draftsman  or  designer  will  devote  all  his 
shopwork  time  to  practical  drafting  and  design- 
ing. 

Drawing,  a  foundation  course  for  gaining  skill  as  a 
draftsman  or  designer. 

Applied  Science,  practical  mechanics,  materials  of 
construction,  electricity  and  electrical  ma- 
chinery, power  plants,  transmission  of  power, 
etc.,  for  the  machine  group  and  corresponding 
applied  science  work  for  the  other  groups.  In 
the  textile  and  leather  groups  the  applications 
of  chemistry  would  predominate.  Laboratory 
work  and  recitations. 

Applied  Mathematics,  each  group  of  trades  should 
have  its  own  special  problems. 

Technology  of  the  entire  group  of  trades. 
Language,  including  office  practice. 
Industrial  Geography  and  History. 
Citizenship,  including  elementary  social  science. 
Physical  Training  or  Military  Drill. 


In  the  practical  operation  of  the  above  scheme  it  is  pro- 
bable that  several  of  the  subjects  would  not  run  through  the 
entire  two  years.  For  example,  instead  of  giving  industrial 
geography  and  history  one  hour  a  week  for  two  years,  better 
results  would  come  from  giving  two  hours  a  week  for  a  year 
or  four  hours  a  week  for  a  half  year.  The  same  principle 
might  apply  to  citizenship  studies  and  to  language.  As 
implied  in  a  previous  paragraph,  the  above  schedule  is  not  a 
working  program  but  an  expression  of  opinion  concerning 
the  proportion  of  time  to  be  given  in  the  entire  course  to 
each  major  division  of  school  effort. 


C — COURSES    FOR   TEACHERS. 

The  course  for  teachers  should  be  open  only  to  graduates 
of  the  courses  for  tradesmen  or  of  the  courses  for  technologists 
or  to  such  as  have  had  similar  training  or  to  skilled  trades- 
men, who  can  pass  the  requirements  in  drawing,  science,  mathe- 
matics and  language. 


PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES 


37 


PRACTICE   TEACHING 

CR&ttllZAnON  OF  SUBJECT-MATTER 

1 

1 

PETNCIPLZS 
Or  TEACHING 

K15IORY  OF 

INDUSIBlALnsuCAITON 

1 

! 

\ 

T2ADE.     AHAQT5I5 

TCSTlKG-KNOWLEDGE-OT-TfiAI)! 

/        /         \ 

BUHJD1NG          .MA-CMINt 
TRADES               TRADES 

PEINT1NG 
TRADES 

TEXTUX 
TRADES 

2EAD  FEOM  THE-  -BOTTOM.  UPWARD 

The  accompanying  diagram  expresses  the  thought  behind 
this  course.  The  teacher-training  work  should  grow  out  of 
the  two-year  courses  for  tradesmen  or  for  technologists.  If, 
for  example,  a  man  is  to  be  trained  to  become  a  teacher  of 
pattern  making,  he  must  be  a  graduate  of  the  tradesman  course 
in  pattern  making  before  he  enters  the  course  for  teachers 
or  he  must  have  received  instruction  and  gained  experience 
which  may  be  considered  a  fair  equivalent.  On  the  other 
hand,  if  a  teacher  of  drawing  or  of  elementary  industrial 
work  or  manual  training  is  to  be  trained,  he  might  be  a  grad- 
uate of  the  technologist  course. 

The  first  essential  in  the  course  for  teachers  is  to  make 
sure  that  the  trade  knowledge  and  experience  is  adequate. 
Then  comes  a  fundamental  factor  in  teacher  training — analysis 
of  the  trade  processes  to  be  taught.  After  this  analysis  of 
processes,  the  next  step  is  to  organize  the  subject-matter 
elements  thus  obtained  with  reference  to  teaching,  but  this 
must  be  done  in  harmony  with  the  principles  of  teaching  and 
with  knowledge  of  what  others  have  done  in  developing 


38  PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES 

courses  and  systems  of  industrial  training.  Hence  the  im- 
portance of  giving  courses  in  the  principles  of  teaching  and 
the  history  of  industrial  education.  Finally  comes  the  test 
thru  experience  in  teaching. 

The  course  for  teachers  might  be  as  follows : 

FIRST   HALF   YEAR 
HOURS  PER  WEEK  SUBJECT 

10  hours  Shopwork — Testing  and  extending  experience. 

2  hours  Trade  Analysis. 

5  hours  Principles  of  Teaching. 

5  hours  History  of  Industrial  Education. 

5  hours  Drawing,  including  freehand  drawing  on  the  black- 

board. 

3  hours  Language — Written  and  oral  expression. 
3  hours                 Physical  Training  or  Military  Drill. 


33  hours 

SECOND    HALF   YEAR 

HOURS  PER  WEEK  SUBJECT 

10  to  20  hours  Practice  Teaching. 

5  hours  Industrial  History. 

2  hours  Organization  of  Courses. 

3  hours  Study  of  Equipments  for  Trade  Schools. 
3  hours  Physical  Training  or  Military  Drill. 

23  to  33  hours 


D — COURSES    FOR    OPERATIVES. 

As  stated  in  the  early  part  of  this  chapter,  the  courses 
for  operatives  are  essentially  small  sections  of  courses  for 
tradesmen.  This  is  because  their  jobs  are  much  narrower  in 
scope  than  a  trade,  and  because  the  amount  of  time  available 
for  study  and  instruction  is  very  limited.  As  a  rule,  all-day 
courses  are  not  given  to  train  men  to  become  operatives. 
Instruction  is  reserved  for  a  few  hours  a  week,  usually  from 
two  to  ten,  taken  either  from  the  work  time  of  the  operative  or 
from  his  leisure  hours.  If  it  is  taken  from  his  work  time 
without  reduction  of  wages,  this  is  brought  about  either  by 
law,  as  in  most  German  and  in  a  few  American  states,  or  by 
agreement  between  school  officials  and  industrial  establish- 
ments, as  in  a  few  large  manufacturing  centers  in  the  United 
States.  If  it  is  taken  from  his  leisure  hours,  it  is  usually 
purely  voluntary  on  his  part,  though  in  some  cases  the  employ- 
er offers  special  inducements  in  the  way  of  promotion  to  opera- 


PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES  39 

lives  who  pursue  evening  courses.  Whether  any  definite 
inducement  is  made  by  the  employer  or  not,  the  operative 
knows  that  his  best  chance  for  advancement  comes  only 
when  he  has  fully  prepared  himself  for  it  through  instruction 
and  study  as  well  as  through  practical  experience;  and  the 
former  can  best  be  obtained  in  a  trade  school  of  high  standing. 
Every  trade  school  should  become  acquainted  with  the  needs 
of  its  own  community  and  offer  such  courses  as  are  in  greatest 
demand.  This  demand  is  likely  to  change  from  year  to 
year. 

The  best  results  in  evening  school  work  have  usually  come 
from  offering  brief  highly  specialized  courses  in  sequence. 
They  are  made  brief  because  the  tuition,  if  any  be  charged, 
is  less  in  amount  at  any  one  payment;  and  because  the  inter- 
est of  the  students  is  more  easily  held  to  the  end  of  the  course. 
Such  courses  are  often  highly  specialized  so  that  a  student 
may  be  sure  to  get  just  the  instruction  he  needs  to  help  him 
in  his  daily  work.  They  are  arranged  in  sequence  so  as  to 
induce  the  student  to  continue  through  the  next  course  and 
perhaps  through  several  courses  to  a  diploma. 

The  School  of  Trades  at  Rio  de  Janeiro  should  make  a 
special  effort  to  reach  the  operatives  in  the  factories  of  the 
city,  offering  them  the  largest  possible  variety  of  attractive 
courses.  It  should  also  offer  courses  for  trade  helpers  and 
apprentices  who  wish  to  advance  rapidly  to  the  rank  of  jour- 
neymen; and  courses  for  journeymen  who  wish  to  become 
foremen.  "Something  for  every  industrial  worker  in  Rio" 
might  well  be  its  motto  for  evening  class  instruction. 

These  evening  and  continuation  school  courses  should  in- 
clude not  only  such  courses  as  shop  work,  drawing  and  shop  tech- 
nology, but  also  courses  in  language,  citizenship,  mathematics, 
geography  and  applied  science.  Indeed,  almost,  if  not  quite 
the  whole  curriculum  of  the  all-day  students  should  be  avail- 
able in  short-unit  courses  for  operatives,  tradesmen,  fore- 
men, or  whoever  can  use  them  to  advantage,  even  if  only  for 
a  few  hours  each  week. 

In  this  way,  by  utilizing  its  equipment  both  daytime  and 
evening,  the  school  at  Rio  de  Janeiro  can  render  the  maximum 
service  for  the  money  invested,  and  in  this  way,  also,  can  it 
raise  the  standard  of  skill  and  efficiency  in  the  industries  of 
the  capital  city. 


40  PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES 

It  is  possible  that  part-time  courses,  where  the  pupil 
attends  school  one  week  and  works  in  a  factory  the  next  week, 
might  find  favor  in  Rio,  but  the  writer  of  this  report  believes 
that  industrial  conditions  in  Brazil  are  not  favorable  to  such 
a  scheme  of  school  attendance. 


CHAPTER  IV. 

CONSIDERATIONS    ENTERING    INTO    THE    PLANNING    OF    THE 

BUILDING  FOR  THE  SCHOOL  OF  TRADES 

AT  Rio  DE  JANEIRO. 

THE  purpose  of  this  chapter  is  not  to  present  a  complete 
building  plan  for  the  School  of  Trades,  but  to  assist 
the  architect  of  such  a  plan  by  discussing  certain  funda- 
mental factors  which  enter  into  the  planning  of  a  satisfactory 
group  of  trade  school  buildings,  and  incidentally  to  propose  a 
typical  shop  unit  for  such  a  group. 

It  is  recognized  that  an  efficient  trade  school  in  a  growing 
community,  and  especially  in  a  new  and  rapidly  developing 
country  like  Brazil  must  be,  to  a  large  extent,  the  outgrowth 
of  experience.  It  is  impossible  for  such  a  school  to  spring  at 
once  into  being  fully  developed.  First,  a  goal,  an  ideal,  a 
scheme,  must  be  decided  upon  and  never  lost  sight  of,  but  the 
details  of  curriculum  and  methods  and  equipment  must  be 
subject  to  change  in  harmony  with  the  development  of  the 
industries  of  the  community.  The  successful  school  must  be 
a  living,  growing,  developing  organism.  This  means  that  the 
building,  also,  which  houses  the  school,  must  be  subject  to 
change  and  expansion.  A  primary  necessity,  therefore,  is  that 
the  school  be  established  on  a  piece  of  ground  large  enough  to 
allow  for  expansion.  If  the  piece  of  ground  proves  to  be  too 
small  then  a  new  site  must  be  obtained  or  new  and  taller 
buildings  must  be  constructed,  either  of  which  alternative 
is  expensive.  To  build  temporary  structures  on  a  temporary 
site  is  also  undesirable.  If  possible  an  ample  and  permanent 
site  should  be  secured,  and  a  general  scheme  of  buildings 
should  be  adopted. 

The  buildings  should  be  planned  in  units  which  are  readily 
adaptable  to  several  purposes  so  that  as  the  school  grows 
and  additional  buildings  are  constructed  there  will  be  the 
least  possible  waste  in  the  process  of  expansion.  As  the  most 
characteristic  feature  of  the  School  of  Trades  at  Rio  de 
Janeiro  will  be  the  workshops,  it  is  important  to  adopt  a  unit 
shop  building  that  will  have  reasonable  flexibility  during  the 
early  years  of  the  school,  and  later  be  permanently  satisfactory. 

41 


42  PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES 

UNIT   SHOP    BUILDING. 

In  designing  a  shop  building  there  are  two  primary  con- 
siderations: space  and  light.  The  space  varies  according  to 
the  special  requirements  of  the  individual  trades,  and  the 
number  of  students  to  be  taught  in  a  shop  at  one  time.  It  is 
assumed  that  the  number  of  students  working  in  any  one  shop 
at  one  time  will  not  be  more  than  25.  This  number  has 
proved  to  be  a  satisfactory  average  unit,  though  in  some 
subjects  18  to  20  is  better,  while  in  others  30  is  satisfactory. 
As  it  is  desirable  to  give  the  best  possible  consideration  to 
advanced  students,  and  as  there  is  always  a  shrinkage  in  the 
attendance  of  any  given  class  from  year  to  year,  it  is  assumed 
that  20  students  is  a  satisfactory  class  unit  for  the  second- 
year  classes  of  the  two-year  courses,  and  25  students  for  the 
first-year  classes. 

There  has  been  marked  development  in  the  lighting  of 
factories  and  school  shops  during  the  last  few  years.  It 
has  come  to  be  recognized  that  an  efficient  shop  must  be  a 
well-lighted  shop,  and  that  in  order  to  conserve  the  eyesight  of 
the  students  the  lighting  of  a  school  shop  must  be  given  special 
consideration.  To  meet  this  requirement  several  types  of 
shops  have  been  designed.  One  of  these  has  a  saw-tooth  roof, 
letting  the  light  in  from  above,  but  this  is  satisfactory  only 
for  a  one-story  building  and  does  not  meet  general  building 
conditions  in  cities  where  land  is  high  in  value.  The  ordinary 
skylight  has  the  same  and  additional  objections.  At  best, 
these  are  practical  only  under  especially  favorable  circum- 
stances, as,  for  instance,  the  top  floors  of  a  building.  It  seems 
necessary,  therefore,  to  accept  the  proposition  that  the  light 
must  generally  come  in  through  the  side  walls.  This  fact 
is  not  a  serious  handicap  if  one  will  use  the  upper  part  of  the 
walls  for  this  purpose,  provide  a  large  proportion  of  window 
space  and  not  allow  the  rooms  to  be  too  wide.  If  the  room 
is  especially  wide,  prism  glass  used  in  the  upper  half  of  the 
windows  will  largely  increase  the  amount  of  light  in  the  back 
part  of  the  room. 

It  has  come  to  be  the  common  practice  in  trade  school 
shops  to  admit  the  light  from  two  opposite  sides  and  from  one 
end  also,  if  practicable.  On  this  account  the  width  of  the 
shop  becomes  an  important  consideration  early  in  the  archi- 


PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES  43 

tect's  work.  The  question  arises  in  about  this  form:  "Con- 
sidering the  lighting  of  the  room,  position  of  benches  and 
machines,  working  space  around  machines,  and  necessary  pass- 
ageways, what  has  proved  to  be  the  most  satisfactory  width 
for  a  trade  school  shop?"  In  answering  this  question  the 
following  figures  are  first  given.  They  are  approximately 
the  widths  of  typical  shops  in  the  institutions  named : 

Armstrong  Trade  School,  Hampton  Institute 36  feet 

David  Ranken,  Jr.,  School  of  Mechanical  Trades 35  feet  to  47 

Worcester  Trade  School 40 

Bradley  Polytechnic  Institute 40 

Carnegie  Technical  School 48 

Delgardo  Trade  School  (proposed) 48 

Pratt  Institute 49 

Boys'  Trade  School,  Boston 54 

At  Dunwoody  Institute,  Minneapolis,  the  shop  building  is 
68  feet  wide,  but  the  shop  proper  is  only  44  feet,  the  remainder 
of  the  space  being  taken  up  with  classrooms.  Light,  there- 
fore, comes  into  the  workshops  from  one  side  only.  However, 
the  window  spaces  on  the  first  floor  are  the  full  height  of  the 
room  above  the  work  benches,  and  to  assist  in  the  lighting 
of  the  second  floor  there  are  roof  lights.  The  height  of  the 
ceiling  above  the  floor  is  obviously  another  factor  entering 
into  any  decision  concerning  the  width  of  the  shop.  After 
inspecting  most  of  the  shops  in  the  above  list,  a  width  of  40 
feet,  and  a  height  of  not  less  than  12  feet,  and  preferably  14 
feet  is  recommended. 

In  determining  the  size  of  a  unit  shop  building  the  fol- 
lowing approximate  figures  are  of  value.  They  represent 
the  sizes  of  machine  shops. 

David  Ranken,  Jr.  School  of  Mechanical  Trades 47  feet  x  110  feet 

Worcester  Trade  School 40      '    x  170    ' 

Dunwoody  Institute 44      '    x  120    ' 

Bradley  Polytechnic  Institute 40      '    x  100    ' 

Hampton  Institute 36      '    x  105     ' 

Pratt  Institute 49      '    x    80     ' 

The  size  of  the  machine  shop  often  seems  to  govern  the 
sizes  of  other  shops  in  the  same  building,  especially  if  they 
are  placed  above  or  below  it,  but  a  study  of  the  plans  of  the 
schools  mentioned  and  consideration  of  the  requirements  for 


44 


PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES 


Hi 

51 


PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES  46 

the  School  of  Trades  in  Rio  lead  to  the  conclusion  that  in  the 
Rio  school  there  might  well  be  two  typical  sizes  of  shops,  one 
40  feet  by  96  feet  to  112  feet,  and  the  other  40  feet  by  43  feet 
to  64  feet.  The  larger  size  would  be  for  machinists'  work, 
carpentry,  cabinet  making,  plumbing,  and  the  like,  and  the 
smaller  for  preparatory  classes  in  woodworking  and  in  metal- 
working,  and  for  students  taking  the  courses  for  technologists, 
also  for  a  few  of  the  trades. 

By  placing  together  on  one  floor  of  the  unit  shop  building 
one  of  the  large  shops  and  one  of  the  small  shops  it  is  possible 
to  make  a  unit  building  such  as  is  shown  in  the  accompanying 
sketch.  Each  shop  is  provided  with  a  small  wash  and  toilet 
room,  a  small  office  and  a  stock  room,  and  the  two  shops 
together  are  given  a  demonstration  room.  The  advantages 
of  this  arrangement  are:  (a)  It  enables  each  teacher  to 
control  the  supplies  for  his  shop  and  to  keep  close  supervision 
on  the  students  while  assigned  to  him.  (b)  It  makes  it  reason- 
able for  the  director  of  the  school  to  place  responsibility  upon 
the  teacher,  (c)  It  provides  a  free  passage  way  for  a  truck 
the  entire  length  of  the  building,  allows  space  for  a  freight 
elevator,  and  it  provides  a  convenient  receiving  and  shipping 
point  for  each  shop,  (d)  It  places  the  wash  rooms  and  stair- 
ways, the  two  principal  fixed  elements  in  the  plan,  at  the 
ends  of  the  building.  All  partitions  in  the  middle  part  of  the 
building  may  be  temporary  and  easily  moved  to  suit  changing 
conditions  in  the  development  of  the  school,  (e)  There  being 
no  permanent  partitions  in  the  middle  part  of  the  building, 
the  space  may  be  divided  in  such  a  way  as  to  provide  any 
further  auxiliary  rooms  that  may  be  needed.  For  example, 
the  cabinet  making  shop  may  have  a  small  finishing  room,  and 
a  glue  room,  the  machine  shop  may  have  a  tool  room,  etc. 
The  sizes  of  stock  rooms  will  vary  according  to  the  needs  of 
individual  shops,  (f)  In  case  it  should  become  necessary, 
on  account  of  the  large  number  of  students,  to  use  two  shops 
for  one  trade,  the  two  rooms  on  one  floor  would  be  used  for 
that  purpose,  one  being  used  by  first  year  students  and  the 
other  by  second-year  students.  This  arrangement  would  be 
ideal  because  it  would  provide  less  complex  equipment  for 
first-year  students,  and  reserve  the  use  of  the  more  costly 
equipment  for  the  use  of  the  maturer  students  only. 


46  PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES 

In  this  plan  each  wash  room  contains  one  or  two  toilets, 
two  or  three  urinals,  a  bank  of  from  six  to  ten  wash  basins,  a 
locker  for  each  student  receiving  instruction  in  the  adjoin- 
ing shop. 

SPACE    REQUIREMENTS    FOR   THE    BUILDING    TRADES. 

No  attempt  will  be  made  in  this  report  to  give  anything 
more  than  an  approximate  estimate  of  the  space  which  would 
be  required  properly  to  house  the  entire  school  as  outlined 
in  the  previous  chapter.  It  is  believed  that  such  an  attempt 
would  have  very  little  value,  if  any,  at  the  present  time.  But 
in  order  to  roughly  estimate  the  space  required  the  following 
hypothetical  study  is  made  of  the  space  required  for  the 
building  trades  group.  From  that  a  very  rough  estimate 
may  be  made  of  the  entire  space  required. 

SPACE  NEEDED  FOR  THE  BUILDING  TRADES. 

Estimate  based  on  day  classes  only — first-year  classes '  of 
25  students  each  and  second-year  classes  of  20  students  each. 
Total  hours  per  week  in  day  school,  8x5  —  40. 

Day  Preparatory  Course 

4  sections  of  25  students  each — 100  students. 

HOURS   IN   USE 

Woodwork  Shop 40 

Metalworking  Shop 40 

Drawing  Room 20 

Mathematics  Classroom 16 

Science  Laboratory 12 

Language  Classroom 12 

Citizenship  Classroom • 8 

Gymnasium 12 

Day  Tradesman  Courses. 

First  Year — 7  sections,  25  students  each — 175  students. 

Second  year — 7  sections,  20  students  each — 140  students. 

HOURS   IN   USE 

Masonry  Shop 40 

Carpentry  Shop 40 

Cabinet  Making  Shop 40 

Plumbing  Shop 40 

Sheet  Metal  Shop 40 

Electric  Wiring  Shop 40 

Painting  Shop 40 

1st  year  Drawing  Room 28 

2d    year  Drawing  Room 28 

Technology  of  Trade  Room 28 

Mathematics  Classroom 42 

Science  Laboratory 42 

Industrial  Geography  Room 14 

Language  Classroom 28 

Citizenship  Classroom 28 

Gymnasium 42 


PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES  47 


Day  Course  for  Technologists. 

First  year — 2  sections,  25  students  each — 50  students. 
Second  year — 2  sections,  20  students  each — 40  students. 

HOURS  IN   USE 

Woodworking  Shop 20 

Metalworking  Shop 20 

1st  year  Drawing  Room 10 

2d  year  Drawing  Room 10 

Science  Laboratory 28 

Applied  Mathematics 20 

Technology  of  Trades 12 

Language 16 

Industrial  Geography 4 

Citizenship 8 

Gymnasium .  .  12 


Summarizing  the  above  we  have  the  following: 

List  of  Rooms  for  Building  Trades.  HOURS  IN  USE 

Woodworking  Shop  for  Preparatory  Course 40 

Woodworking  Shop  for  Technologist  Course 20 

Cabinet  Making  Shop 40 

Carpentry  Shop 40 

Metalworking  Shop  for  Preparatory  Course 40 

Metalworking  Shop  for  Technologist  Course 20 

Sheet  Metal  Shop 40 

Plumbing  Shop 40 

Electric  Wiring  Shop 40 

Painting  Shop 40 

Drawing  Room  for  Preparatory  Course  and  First  Year 

Technology  Course 30 

Drawing  Room  for  First  Year  Tradesman  Courses 28 

Architectural  Drawing  Room  for  Second  Year  Technologist 

Course, 38 

Mathematics  Classroom  for  Preparatory  Tradesman  and 

Technologist  Courses 38 

Science  Laboratory  for  Preparatory  and  Tradesman  Courses  24 

Science  Laboratory  for  Tradesman  Courses 30 

Science  Laboratory  for  Technologist  Courses 28 

Technology  of  Trades  Classroom  for  Tradesmen 28 

Technology  of  Trades  and  Citizenship  Classroom  for  Tech- 
nologists    20 

Industrial  Geography  Classroom  for  Tradesman  and 

Technologist  Courses 18 

Language  Classroom  for  Preparatory  and  Technologist 

Courses 28 

Language  Classroom  for  Tradesman  Courses 28 

Citizenship  Classroom  for  Preparatory  and  Tradesman 

Courses 36 

Gymnasium  for  all  Classes  (if  in  small  sections) 66 

Assigning  the  above  to  buildings  we  have  the  following: 

Unit  Shop  Building  No.  1. 
First  Floor: 

Cabinet  Making — (Shop  A). 

Woodworking,  Technologist  Class — (Shop  B). 


48  PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES 

Second  Floor: 

Carpentry — (Shop  A). 

Woodworking,  Preparatory  Class — (Shop  B). 
Third  Floor: 

Painting  and  Interior  Decoration — (Shop  B). 

2    Drawing   Rooms — all   first-year  Trades  manand    Technologist 

Students  and  Preparatory  Students.     (Space  of  Shop  A). 
Unit  Shop  Building  No.  2. 
First  Floor: 

Plumbing — (Shop  A). 

Metalworking — Technologist  Class— (Shop  B). 
Second  Floor: 

Sheet  Metal— (Shop  A). 

Metalworking — Preparatory  Class — (Shop  B). 
Third  Floor: 

Electric  Wiring— (Shop  B). 

(Vacant)— (Shop  A). 
Museum  Building. 

Architectural  Drawing  for  second-year  students. 
Laboratory  and  Classroom  Building. 
3  Laboratories  for  Science. 

8  Classrooms  for  Mathematics,  Industrial  Geography,  Language,  Citi- 
zenship and  Technology  of  Trades. 

Gymnasium. 

t 

From  the  above  it  is  seen  that  if  all  the  building  trades 
classes  were  to  be  running  at  the  capacity  assumed,  the  classes 
would  occupy  two  unit  shop  buildings  each  three  stories  in 
height  (excepting  one  large  shop),  and  architectural  drawing 
room  in  the  museum  building,  three  science  laboratories,  and 
eight  classrooms  in  the  laboratory  and  classroom  building, 
and  some  space  in  the  gymnasium.  It  is  probable  that  the 
vacant  shop  could  be  cut  into  six  classrooms,  and  that  space 
could  be  found  for  two  more  classrooms  in  the  shop  building. 

Estimating  that  each  of  the  other  major  groups  of  trades 
would  occupy  an  equal  amount  of  space  and  the  two  minor 
ones — the  leather  group  and  the  ceramics  group — half  as 
much,  the  entire  scheme  would  call  for  approximately : 

10  Unit  Shop  Buildings. 

1  Museum,  Library  and  Drafting  Building. 

2  Science  and  Classroom  Buildings. 
1  Gymnasium. 

1  Auditorium. 
1  Power  Plant. 


PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES  49 


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50  PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES 

For  all  of  these  a  piece  of  land  about  475  feet  x  700  feet 
would  be  needed.  A  possible  arrangement  of  buildings  is 
shown  in  the  accompanying  sketch.  It  would  be  highly 
desirable  to  have  the  plot  of  land  enough  larger  to  provide 
for  an  athletic  field  and  drill  ground. 

An  excellent  example  of  wise  provision  for  space  for  athletics 
and  for  future  expansion  is  the  Dunwoody  Institute,  of  Minnea- 
polis, Minn.i  Six  city  blocks  of  land  constitute  the  site. 
Only  about  one-fourth  of  the  shop  space  is  yet  provided  and 
none  of  the  other  buildings  have  been  erected.  Another 
illustration  is  the  recently  planned  Delgado  Central  Trades 
School,  New  Orleans,  La.2 

No  attempt  has  been  made  in  this  chapter  to  work  out 
the  numerous  engineering  and  equipment  problems  that  can 
be  solved  successfully  only  thru  the  co-operation  of  the  director 
of  the  school,  the  architect,  and  the  deans  of  the  several 
groups  of  trades.  This  must  be  done  after  the  school  site 
has  been  selected. 


'See  pages  10  and  12  in  the  December,  1917,  number  of  "The  Artisan." 
sSee  "Industry  and  Education,"  by  David  Spence  Hill,  pages  358  to 

361.     This  volume  contains  much  valuable  data  concerning  other  trade 

schools. 


CHAPTER  V. 

CONCERNING  THE  ORGANIZATION  OF  THE  SCHOOL  OF  TRADES 
AT  Rio  DE  JANEIRO. 

THE  purpose  of  this  chapter  is  to  point  out  certain  dangers 
and,  if  possible,  how  to  avoid  them,  in  the  organization 
and  conduct  of  the  school. 

It  is  assumed  that  the  primary  purpose  of  a  school  of 
trades  is  to  produce  intelligent  and  skilled  industrial  workers 
who  are  also  good  citizens.  If  it  can  accomplish  this  purpose 
it  is  doing  a  great  service  to  the  community  in  which  it  is 
located  and  incidentally  to  the  state  and  nation;  but  it  is 
doing  a  greater  service  to  the  individuals  who  take  advantage 
of  the  courses  it  offers.  Perhaps  there  is  no  greater  work 
that  an  educational  institution  can  do  in  Brazil  at  the  present 
time  than  to  increase  the  number  of  efficient  tradesmen  and 
technologists. 

It  is  important  that  this  primary  purpose  of  the  school 
of  trades  be  kept  clearly  in  mind  by  those  who  are  charged 
with  the  government  of  the  school,  so  as  to  avoid  a  serious 
mistake  that  has  often  handicapped  schools  of  trade  and 
industry  in  the  United  States.  Too  often  trustees  and  directors 
and  instructors  have  failed  to  keep  the  trade  school  point  of 
view,  and  have  lapsed  into  the  general  educational  or  college 
habit  of  thinking,  under  the  dominating  influence  of  which 
they  have  lived.  Moreover,  they  have  not  caught  the  full 
significance  of  modern  pedagogy  which  places  emphasis  on 
specific  training  rather  than  on  general  discipline.  Neither 
have  they  put  into  practice  in  their  own  lives  the  democratic 
ideal  which  evaluates  men,  not  by  the  diplomas  they  carry, 
but  by  the  service  they  render  society. 

To  be  more  specific,  the  danger  is  that  men  will  be  secured 
to  teach  science  and  mathematics,  language  and  citizenship, 
and  perhaps  even  drawing,  who  view  their  subjects  from  the 
academic  standpoint.  Such  a  condition,  bad  in  any  modern 
school,  is  well  nigh  fatal  in  a  trade  school.  It  is  essential 
to  the  success  of  a  trade  school  that  the  science,  the  mathe- 
matics and  all  the  other  subjects  be  taught  as  related  to  the 
trades  or  group  of  trades.  Each  group  of  trades  must  there- 

51 


52 


PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES 


ORGANIZATION  PLAN 

SCHOOL  Of  TSZADtS    IUO  IS!  JANEIRO  -  BRAZI1 


TRUSTEES  os.  GOVERNORS 


DIRECTOR. 


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UEAK 
•BU11S1NG 
TRADES 

DZAN 
MACHINE 
TRAMS 

DCAM 

•PRINTING 
TRADES 

DEAN             I 
TEXTILE     LI 
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RADES 

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TEXTILE 
TRADES 

TEACHERS 
LEATHER 
TRADES 

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CERAMIC 
TRADES 

ALL    TEACHEKJ3    ON  PtRKANILNT 

STAFF 

fore  have  its  own  course  in  science,  its  own  course  in  mathe- 
matics, its  own  course  in  drawing — not  so  much  different 
from  the  others  in  principles  as  in  selection  of  subject-matter, 
emphasis  and  method  of  approach.  In  other  words  the 
shopwork  must  be  the  focal  center  of  each  program  of  studies. 
While  it  is  true  that  the  course  organized  to  teach  citizenship 
would  be  the  same  for  all  groups  of  trades,  such  a  course  must 
be  practical  and  modern.  The  trade  school  offers  the  most 
attractive  field  for  a  teacher  who  has  the  modern  pedagogical 
viewpoint. 

It  should  go  without  saying  that  the  teacher  of  shopwork 
must,  as  a  prime  necessity,  be  skilled  in  the  trade  he  is  to 
teach.  But  he  should  be  more  than  that,  he  must  have 
intellectual  power  and  ability  to  teach.  He  must  be  able  to 
inspire  and  control  students. 

An  organization  plan  in  harmony  with  the  above  ideal 
is  shown  in  the  accompanying  diagram.  The  management  of 
the  school  is  under  the  control  of  a  Board  of  Trustees  or  Gov- 
ernors. Next  to  this  Board  is  the  Council,  consisting  of  the 
director  and  the  deans  of  several  groups  of  trades.  The 


PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES  53 

director  is  the  executive  officer  of  the  Council.  The  Faculty 
is  made  up  of  all  the  teachers  on  the  permanent  staff  of  the 
school.  It  will  be  further  noticed  in  the  diagram  that  in 
the  Council  each  dean  is  the  representative  of  a  section  of 
the  faculty  who  teach  students  in  a  group  of  trades.  There 
will  be  some  overlapping  but  this  is  easily  adjusted. 

This  plan  of  organization  is  intended  to  avoid  the  usual 
organization  in  colleges  where  there  are  departments  of  science, 
mathematics,  history,  etc.,  and  builds  up  strong  groups  of 
trade  courses  in  which  science,  mathematics,  language,  etc., 
each  has  a  place,  but  not  a  superior  place,  and  each  is  under 
the  guiding  influence  of  the  dean  of  the  group  who  must  have 
the  practical  interests  of  the  group  at  heart.  The  college 
organization  carried  over  into  the  trade  school  easily  leads 
away  from  industrial  to  academic  results. 

In  matters  of  general  interest  the  relation  of  the  faculty 
to  the  Council  and  to  the  director  is  not  unlike  that  in  many 
colleges. 


CHAPTER  VI. 
CONCLUDING  STATEMENT. 

WHILE  the  scheme  of  the  school  of  trades  for  Rio  de 
Janeiro  is  a  large  and  comprehensive  one,  and  while 
it  might,  in  the  course  of  time,  become  even  more 
comprehensive  in  scope,  the  entire  scheme  should  not  be 
attempted  at  once.  Its  growth  must  be  gradual,  and  should 
be  guided  by  the  needs  of  such  training  as  the  school  can  give. 
Its  policy,  however,  should  not  be  to  wait  for  demands  to  arise. 
At  first,  at  least,  it  should  definitely  labor  to  create  new 
demands  for  its  own  instruction.  A  new  type  of  school  in 
a  new  field  must  win  its  way  to  great  service  by  rendering 
service,  even  though  it  be  slight  at  first,  to  a  great  many 
people. 

Which  departments  of  the  work  should  be  organized  first 
cannot  be  stated  by  the  writer  of  this  report.  The  local  field 
should  be  studied  in  detail  before  such  a  decision  is  made. 
The  surest  way  to  start  right  would  be  to  make  a  rather 
complete  vocational  survey  of  the  city,  such  as  was  made  in 
Minneapolis,  Minn.,  before  planning  the  building  for  Dun- 
woody  Institute,  and  in  the  city  of  New  Orleans  as  a  pre- 
liminary step  in  the  establishment  of  the  Delgado  Trades 
School.  The  survey  not  only  procures  essential  facts  con- 
cerning the  industries  and  the  industrial  workers,  but  it 
brings  the  school  and  its  opportunities  to  the  attention  of 
just  the  persons  who  should  profit  most  by  its  successful 
establishment. 


54 


APPENDIX  A. 

LIST  OF  PRINTED  MATTER  AND  SUPPLEMENTARY  DATA 
ACCOMPANYING  THIS  REPORT. 

1.  "The    Artisan,"    December,    1917,    published    at    William    Hood 
Dunwoody   Industrial    Institute,     Minneapolis,    Minn.     This   contains   a 
bird's-eye  view  of  the  proposed  buildings  for  Dunwoody  Institute,  a  plan 
view  of  the  same,  photograph  of  the  two  shop  buildings  already  erected, 
plans  of  the  three  floors  of  these  buildings  and  photographs  of  interiors  of 
shops  and  other  rooms. 

2.  "Industry  and  Education,"  by  Dr.  David  Spence  Hill,  being  Part 
Two  of  the  report  of  the  Vocational  Survey  for  the  Isaac  Delgado  Central 
Trades  School  of  New  Orleans,  La.     Section  XVI  on  "Initial  Buildings 
and  the  Site  for  the  Delgado  Trades  School,"  contains  a  proposed  scheme 
of  buildings  and  much  suggestive  data. 

3.  Floor  plans  of  "Machinery  Building,"  Pratt  Institute,  Brooklyn, 
N.   Y.,    (5  blue  prints),   showing  sizes  and  arrangements  of  forge  shop, 
machine  shop,   carpenter  and  pattern   shop,  foundry  and  accompanying 
locker  rooms,  store-rooms,  etc. 

Plan  of  first  floor  of  "Chemistry  Building,"  Pratt  Institute,  showing 
drawing  room,  recitation  rooms  for  mathematics,  and  offices. 
Floor  plan  of  "Tannery,"  Pratt  Institute. 

4.  Fifth  Annual  Report  of  Tanner's  Institute,  Pratt  Institute,  Brook- 
lyn, N.  Y.,  showing  interior  views  of  the  tannery  and  an  outline  of  the 
course  of  instruction. 

5.  Circular  of  Information,  School  of  Science  and  Technology,  Pratt 
Institute,  Brooklyn,  N.  Y.,  1916-17,  showing  exterior  views  of  the  Ma- 
chinery building  and  the  Chemistry  building,  and  giving  outlines  of  courses 
of  instruction. 

6.  Seventh  Annual  Catalogue  of  the  David  Ranken,  Jr.,  School  of 
Mechanical  Trades,  St.  Louis,  Mo.     Gives  outlines  of  courses. 

7.  "Vocational  Education"  for  May,  1916,  containing  an  illustrated 
article  on  "An  Endowed  Trade  School  in  a  Large  City,"  by  Lewis  Gustaf- 
son.     Contains  floor  plans  of  the  David  Ranken  School  buildings. 

8.  Catalogue    of    Wentworth    Institute,    Boston,    Mass.,    1915-1916, 
giving  outlines  of  courses  and  interior  views  of  the  buildings. 

9.  "Vocational  Education"  for  May,  1913,  containing  an  illustrated 
article   on   Wentworth    Institute,    by    William    T.    Bawden.     Gives   floor 
plans  of  buildings  showing  the  arrangement  of  equipment. 

10.  Report  of  Trustees  of  Independent  Industrial  Schools,  Worcester, 
Mass.,   1916.     Shows  interior  views  of  the  shops.     With  the  report  is  a 
sheet  showing  floor  plans  of  the  building. 

11.  Floor  Plans  (blue  prints)  of  the  Trades  School  building,  at  Hamp- 
ton Normal  and  Agricultural  Institute,  Hampton,  Va.,  and  a  series  of  nine 
illustrated  articles  each  describing  one  of  the  trades  school  departments 
at  Hampton. 

12.  Circular  of  the  Philadelphia  Textile  School  of  the  Pennsylvania 
Museum  and  School  of  Industrial  Art,  Philadelphia,  Pa.,  1917-18.     Con- 
tains outlines  of  courses  and  interior  views  of  the  building.     Enclosed 
with  the  circular  is  a  plan  of  one  floor  of  the  building. 

13.  Bulletin  of  Lowell  Textile  School,  Lowell,  Mass.,  1902-03.     This 
contains  floor  plans  of  buildings  and  interior  views. 

55 


56  PROPOSED  PLAN  FOR  A  SCHOOL  OF  TRADES 


14.  Bulletin  of  the  Lowell  Textile  School,   Lowell,   Mass.,    1917-18. 
This  gives  outlines  of  courses  of  instruction  and  interior  views  of  the 
buildings. 

15.  Catalogue  of  the  Bradford  Durfee  Textile  School,  of  Fall  River, 
Mass.,  containing  interior  views  of  the  building  showing  equipment,  and 
outlines  of  courses  of  instruction. 

16.  "Executive  Training  for  the  Industries,"  Bulletin  of  the  Carnegie 
Institute   of    Technology,    May,    1917.     Illustrations   showing   equipment 
and  students  at  work. 

17.  Dunwoody   Institute   Evening   Classes,    1917-18.     Gives  lists   of 
"short-unit"  courses  arranged  in  series. 

18.  "The  American  Architect,"  Vocational  and  Trade  School  number, 
September,  1917.     Contains  plans  of  Boys'  Trade  School,  Boston,  Mass.; 
Manhattan  Trade  School  for  Girls,  New  York  City;  and  several  vocational 
and  industrial  schools. 

APPENDIX  B. 

The  following  is  quoted  from  a  letter  received  from  Samuel 
S.  Edmands,  director  of  the  Department  of  Science  and 
Technology,  Pratt  Institute,  Brooklyn,  New  York: 

"As  to  the  advisability  of  the  establishment  of  a  tanning  school  in 
Rio  de  Janeiro,  I  endorse  the  suggestion  without  the  least  hesitation. 
South  and  Central  Americans  have  been  a  very  considerable  factor  among 
the  applicants  for  admission  to  Pratt  Institute's  Tanning  course,  even  at 
this  great  distance.  I  have  talked  with  many  of  these  men  about  the 
leather  industry  in  their  home  countries,  and  I  have  developed  the  definite 
impression  that  a  tanning  school  located  somewhere  in  South  America, 
and  Rio  de  Janeiro  is  perhaps  as  good  a  location  as  could  be  chosen,  would 
fill  an  already  considerable  and  growing  need.  As  you  doubtless  know, 
there  are  only  about  a  half  dozen  tanning  schools  in  the  whole  world,  and 
the  only  one  in  the  Western  Hemisphere  is  at  Pratt  Institute.  South 
America,  already  a  large  producer  of  hides,  will  naturally  be  an  increas- 
ingly large  manufacturer  of  leather.  A  South  American  tanning  school 
would  unquestionably  stimulate  this  development." 


""-"••"VWUO*, 


YC  C3955 


468915 


UNIVERSITY  OF  CALIF ORNIA  LIBRARY 


